Beyond CLIL: Fostering student and teacher engagement for personal growth and deeper learning

Oliver Meyer*, Do Coyle, Margarete Imhof, Theresa Connolly

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

13 Citations (Scopus)

Abstract

In its first iteration, Pluriliteracies Teaching for Learning’s primary focus rests on the relationship between the cognitive and the linguistic dimension of learning. The model emphasizes the need for learners to actively make connections between those two dimensions and identifies the processes of knowledge construction and knowledge sharing as the main drivers of deeper learning. It demonstrates how progression for deeper learning can be conceptualized to promote the development of subject specific literacies. Following recent research which clearly indicates that deeper learning processes depend on and are affected by learner variables such as well-being, self-efficacy, engagement, mastery and reflection, we will now introduce a revised model of Pluriliteracies Teaching for Learning that addresses the holistic and integrated nature of learning ecologies and captures the dynamic interactions between learners and mentors.

Original languageEnglish
Title of host publicationEmotions in Second Language Teaching
Subtitle of host publicationTheory, Research and Teacher Education
PublisherSpringer International Publishing
Pages277-297
Number of pages21
ISBN (Electronic)9783319754383
ISBN (Print)9783319754376
DOIs
Publication statusPublished - 13 Mar 2018

Bibliographical note

Publisher Copyright:
© Springer International Publishing AG 2018. All rights reserved.

Keywords

  • CLIL
  • Deeper learning Constructive competence development
  • Learner engagement
  • Mentoring for learning
  • Pluriliteracies
  • Teaching and learning ecologies Instructional science

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