We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
Online ordering will be unavailable from 17:00 GMT on Friday, April 25 until 17:00 GMT on Sunday, April 27 due to maintenance. We apologise for the inconvenience.
To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of transformative education in world languages at major university, state and governmental programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators and faculty developers at every level of instruction will find support for their courses. With its innovative approach to the teaching and learning of languages, this volume is a seminal text in transformative language learning that will stimulate discussions and innovation in the language field for years to come.
The psychological principles impacting language learning can have a major impact on the success of the classroom, teachers/coaches, and learners. By successfully guiding and mentoring learners through their language and culture education journey, recognizing that cognition plays an important role in processing and retaining information will contribute to not only language knowledge, but also the development of biculturalism. Chapter 20 focuses on cognitive affect, and the impact of cognition when learning a language. This chapter identifies how to recognize distortions, affective dissonance, and negative classroom behaviors; it contains insights and suggestions on helping autonomous language learners reach their goals by effectively addressing disorienting dilemmas; and it offers teachers, mentors, and coaches concrete examples of how to help learners overcome self-sabotage.
The introduction explains the need for the book, describes its design, and introduces the methodological strands currently exhibited in the programs and curricula of language educators whose teaching reflects transformative education: principles and theory based on the works of (1) Mezirow and his followers Cranton and Taylor, (2) Freire, (3) Vygotsky, (4) Rogers and (5) Boyd and Habermas, (6) Dirkx, and (7) O’Sullivan, among others. The introduction follows the storyline told by the authors of the various chapters, depicting the appearance and growth of transformative language learning and teaching (TLLT), its current manifestations in the classroom, study abroad programs, the community, testing practices, and teacher preparation, and ending with a discussion of the morphing of TLLT’s Mezirowan cognitive base into a more affective and even spiritual approach. How these strands are treated within different educational contexts or treatments are pointed out. The classrooms and programs designed by the book’s authors weave a rich tapestry of variants of transformative education in the classroom, in study abroad programs, in extramural activities, and in the community; how these all exemplify current transformative education practices will be discussed. This chapter also points out the range of languages represented in the volume, including L2, EFL/ESL and bilingual education and how these three generally distinct fields form an organic whole. The intent of the introduction is to provide an overarching framework in which to understand the theory, praxis and programs of transformative education presented in the book.
The integration of theories and practices from transformative learning into language learning and language teacher education contributes to a “shaking of the foundations.” Discussing transformative learning, the author, Rebecca Oxford, explains the meaning, purpose, and processes of Jack Mezirow's cognitive-analytic approach and John Dirkx's emotional-integrative approach. Oxford indicates how she used these two approaches in her language teacher education courses. She also shows that these approaches, although seemingly opposite, are in fact linked through neurobiological research, psychological research, and dynamic systems theory.