Enhancing students’ potential: EBL projects in language teaching

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© 2017 Theresa Federici.


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Abstract

This paper outlines the rationale behind L2 process writing and Enquiry-Based Learning (EBL) approaches adopted in order to design a course within a modern language degree to bridge the gap between language and culture elements of the programme. This was achieved by creating an environment that replicates that of a researcher and by placing feedback and student enquiry at the centre of the language classroom. The approach adopted allows students to engage with techniques of critical thinking and analysis that foster deep-level learning and encourage transferable skills that develop professional skills and increase employability.

Keywords: Enquiry-Based Learning, EBL, process writing, L2 writing, L2 pedagogy.

References

Dornyei, Z. (2005). The psychology of the language learner. London and New York: Routledge.

Hedge, T. (1988). Writing. Oxford: Oxford University Press.

Klapper, J. (2006). Understanding and developing good practice: teaching languages in higher education. London: CiLT.

Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to ways of thinking and practicing within the disciplines. ELT Project, Occasional Report 4.

Ramsden, P. (2003). Learning to teach in higher education. New York: RoutledgeFalmer.

White, R., & V. Arndt. (1991). Process writing. London: Longman.

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Federici, Theresa. (2017). Enhancing students’ potential: EBL projects in language teaching. In Carmen Álvarez-Mayo, Angela Gallagher-Brett, Franck Michel (Eds), Innovative language teaching and learning at university: enhancing employability (pp. 89-95). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.innoconf2016.658

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