2016 THE INTERCONNECTED LANGUAGE CURRICULUM: CRITICAL TRANSITIONS AND INTERFACES IN ARTICULATED K-16 CONTEXTS

Article Making connections in beginning language inctruction through structured reflection and the world-readiness standards for learning languages

Author
Crane, Cori
Volume
2016 THE INTERCONNECTED LANGUAGE CURRICULUM: CRITICAL TRANSITIONS AND INTERFACES IN ARTICULATED K-16 CONTEXTS
Date Issued
2016-01-01
Keywords
Publisher
Heinle Cengage Learning
URI/DOI
10125/69756
PDF
Citation
Crane, C. (2016). Making connections in beginning language inctruction through structured reflection and the world-readiness standards for learning languages. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 51-74. http://hdl.handle.net/102015/69756
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Abstract
Twenty-six beginning L2 learners provided structured reflections over the course of a first-semester collegiate German class. The present analysis investigates connections made by these students between their learning of German and their experiences beyond the course. Drawing on the World-Readiness Standards for Learning Languages (WRSLL) to inform the nature of connection-making reported in the students’ journals, the study shows that learners described personally meaningful connections that align well to the Communities and Connections goal areas—components of the WRSLL that have received relatively little attention in research and professional dialogues. Additionally, students showed a deepened understanding of themselves in relationship to the course content. The article concludes with a discussion concerning the role of reflection in supporting Standards-based pedagogies.