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Dwelling Pedagogically : = A Place-Based Ecopedagogy in an English-For-Academic-Purposes Intensive English Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Dwelling Pedagogically :/
其他題名:	A Place-Based Ecopedagogy in an English-For-Academic-Purposes Intensive English Program.
作者:	Eyraud, Kevin Eugene.
面頁冊數:	1 online resource (361 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28315319click for full text (PQDT)
ISBN:	9798582516262

Dwelling Pedagogically : = A Place-Based Ecopedagogy in an English-For-Academic-Purposes Intensive English Program.
Eyraud, Kevin Eugene.

Dwelling Pedagogically :A Place-Based Ecopedagogy in an English-For-Academic-Purposes Intensive English Program. - 1 online resource (361 pages)

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ph.D.)--The University of Utah, 2020.

Includes bibliographical references

Responding to a gap in postmethod pedagogy in English-language teaching, this study details the implementation of a pedagogy of plausibility (PofP), a place-based ecopedagogy that privileges local knowledge and language practices. A PofP is informed by four pedagogic pillars: (a) teaching with particularity, (b) teaching with practicality, (c) teaching with possibility, and (d) teaching with connection. From these emerge 10 macrostrategies to help guide principled, pragmatic curricular choices. A PofP utilizes content-based learning projects (CBLPs) to operationalize content and language learning. This project examined how 27 students from Utah Valley University's (UVU's) Department of English Language Learning experienced the transformative learning opportunities afforded by a PofP, as well as the curricular convergence achieved through a learning experience at UVU's Capitol Reef Field Station in Capitol Reef National Park. Grounded in methodological commitments to critical pedagogy and critical feminist research, this study used an ecolinguistic approach to critical discourse analysis to examine data from archived student texts collected from Spring 2015 to Fall 2016, including autobiographical sketches, individual and focus-group interview responses, survey responses, nature-journal entries, essays, and teacher/researcher field notes. Findings of the study suggest that students' semester experience of PofP was one of "feeling" and "emotion" in relation to learning-in-the-world activities. These experiences contributed to developing an ecoethical consciousness through deeper learning about place. The study findings portray students feeling their way through challenging emotional learning opportunities with implications for student identity. CBLPs encouraged students to reimagine their roles to engage with the world as potent social actors. Furthermore, the data intimate that providing opportunities (through strategic assignments, materials, and interviewing techniques) for students to disrupt, challenge, and remake unsustainable ways of being through project work provides a large measure of the emotional "stickiness" that underpins a PofP. In sum, findings confirm that our cognitive processes for both language and content learning are deeply embedded in our social and spatial worlds. By involving students, this study makes valuable contributions to English-language teaching and holds important implications for how transformative postmethod pedagogies are theorized and practiced.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798582516262Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Critical discourse analysisIndex Terms--Genre/Form:

542853
Electronic books.

Dwelling Pedagogically : = A Place-Based Ecopedagogy in an English-For-Academic-Purposes Intensive English Program.
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