INSTRUCTIONAL THEORY FOR LANGUAGE LESSONS. A Design Study to Validate the Communities of Learners Concept in the Language Curriculum

dc.creator	ANNE TOORENAAR
dc.creator	GERT RIJLAARSDAM
dc.date	2011-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:40:52Z
dc.date.available	2015-07-20T22:40:52Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/a76ca862ad21408fb94573fbf9d8a3fe
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23315
dc.description	Since the Lisbon Summit in 2000, reducing school dropout rates has a high priority in Europe, especially in pre-vocational tracks in secondary education. One policy issue is improving the match be-tween pre-vocational secondary and senior secondary vocational education and allows a stronger focus on practical work in vocational education. Therefore, more and more schools for secondary pre-vocational education in the Netherlands set out a specific language education policy relating the language arts cur-riculum to the vocational curriculum. One assumes that students will be more motivated for language lessons when they are engaged in rich contexts, in meaningful language activities which they experience as relevant, since it serves a clear communicative purpose.To guide this process of curriculum integration we set out an instructional theory for language education in the setting of pre-vocational education. In this paper we present four course design parameters that constitute our interpretation of a community of learners for secondary pre- vocational L1-learning: 1) language learning as a meaningful activity; 2) language learning as a reflective activity; 3) language learning as a shared activity and 4) language learning as a focus on transferable learning outcomes. To check explore the practicality and theoretical value, we set up a design experiment as a collaborative enterprise of teachers and researchers, in which these parameters guided the joint enterprise. We con-fronted the theoretical framework with the analysis of a single case study, the design experiment, to elab-orate and validate this set of four design parameters. Therefore, we operated at three curriculum represen-tations: the (1) intended; (2) implemented; and (3) perceived curriculum. Discriminating these three rep-resentations served as data to review and revise the designed lessons as we ran them in two classes, as well as to adjust and refine the conceptual framework. The results show that the designers incorporated all four parameters and that all four contributed to the design somehow. Furthermore, we are better informed58 ANNE TOORENAAR & GERT RIJLAARSDAMwhat kind of learning activities the four parameters can and can not generate, and how the four parame-ters interact in means-end relations.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=349
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 11, Pp 57-89 (2011)
dc.subject	L1-curriculum
dc.subject	Communities of Learners (CoL)
dc.subject	pre-vocational secondary education
dc.subject	design study
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	INSTRUCTIONAL THEORY FOR LANGUAGE LESSONS. A Design Study to Validate the Communities of Learners Concept in the Language Curriculum
dc.type	article