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The L2 Classroom as a Crossroads: Me...

Winemiller, Carolena Isabel.

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The L2 Classroom as a Crossroads: Merging Creative Pedagogy and Second Language Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The L2 Classroom as a Crossroads: Merging Creative Pedagogy and Second Language Instruction./
作者:	Winemiller, Carolena Isabel.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	101 p.
附註:	Source: Masters Abstracts International, Volume: 81-12.
Contained By:	Masters Abstracts International81-12.
標題:	Linguistics. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27837890
ISBN:	9798645457389

The L2 Classroom as a Crossroads: Merging Creative Pedagogy and Second Language Instruction.
Winemiller, Carolena Isabel.

The L2 Classroom as a Crossroads: Merging Creative Pedagogy and Second Language Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 101 p.

Source: Masters Abstracts International, Volume: 81-12.

Thesis (M.A.)--Arizona State University, 2020.

This item must not be sold to any third party vendors.

Creativity is increasingly cited as an educational goal in many international contexts and as a facet of academic and economic success. However, many myths surround creativity that impede its facilitation in the classroom: it is an individual talent, not teachable, and not relevant to adult life outside of artistic domains. Further, perceptions of creativity are largely informed by treatment in North American contexts. In second language instruction, linguistic creativity in particular faces greater hurdles for recognition and value, as language learners' creative language use is often treated as error. In this paper, I argue that creative pedagogies and second language instruction can inform each other; creative pedagogy can lead to greater recognition of the creative power of language learners, and second language research can provide a cultural lens through which to gain understanding of how creativity is enacted in language. To argue that creativity facilitates language learning and is a necessary component of proficiency, I employ B. Kachru's (1985) notion of bilingual creativity to demonstrate the ubiquity of linguistic creativity in the lives of bilingual language users. With support from Carter (2016) and G. Cook's (2000) works on everyday creative language and language play, respectively, I demonstrate the value of linguistic creativity for language learning and language socialization. I end by suggesting five guidelines for second language instructors interested in implementing a creative pedagogy framework: (1) promote reflection and noticing in learning and creativity, (2) offer authentic models of linguistic creativity, (3) provide emotion language and multiple methods for emotional expression in interaction, (4) allow for a fusion of L1 and L2 linguistic and cultural knowledge, and (5) respond actively to opportunities for collaborative creativity.

ISBN: 9798645457389Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Bilingual creativity

The L2 Classroom as a Crossroads: Merging Creative Pedagogy and Second Language Instruction.
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