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ERIC Number: ED339194
Record Type: Non-Journal
Publication Date: 1989
Pages: 12
Abstractor: N/A
Reference Count: N/A
Toward Collaboration as a Viaduct for Student/Teacher Interaction.
Prendergast, Irene K.
MinneTESOL Journal, v7 p49-59 1987-89
Using a case history approach, one teacher's attempt to integrate theory and practice in an elementary English-as-a-Second-Language classroom is described. Paulo Freire's problem-posing educational model is examined in terms of its capacity to incorporate effectively the following theoretical premises: (1) language and culture form an inseparable unit; (2) language learning may not equal language acquisition; and (3) language acquisition necessitates language-focused comprehensible input in a suitable affective environment. A narrative of in-class experiences traces the development of teacher and learner in a collaborative decision-making process, juxtaposing features of behavioral and problem-posing curricular approaches, including those that are communicative, functional-notional, grammar-based, and content-based. It is proposed that positive learner outcomes can include self-worth, critical thinking, full literacy, language acquisition, and learner autonomy, and positive teacher outcomes can include fuller understanding of students and the collaborative nature of learning. (Author/MSE)
Publication Type: Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A