Using Third Space and Literature Circles (TSLC) as Transformative Pedagogy for Marginalized EFL Learners

Autor/inn/en	Awada, Ghada; Ghaith, Ghazi; Diab, Nuwar Mawlawi
Titel	Using Third Space and Literature Circles (TSLC) as Transformative Pedagogy for Marginalized EFL Learners
Quelle	In: Innovation in Language Learning and Teaching, 15 (2021) 5, S.406-414 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Awada, Ghada) ORCID (Ghaith, Ghazi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2020.1819288
Schlagwörter	Literature; Teaching Methods; Transformative Learning; Disadvantaged; Second Language Learning; Second Language Instruction; English (Second Language); Learning Motivation; Outcomes of Education; Language Proficiency; Instructional Effectiveness; Feedback (Response); Teacher Student Relationship; Refugees; Civil Rights; Values; Teacher Attitudes; Language Teachers; Foreign Countries; Educational Change; Literacy Education; Grade 8; Learning Activities; Lebanon; Syria + Suchen Sie Ihr Suchwort? Literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Lernleistung; Schulerfolg; Language skill; Language skills; Sprachkompetenz; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Flüchtling; Bürgerrechte; Grundrechte; Zivilrecht; Wertbegriff; Lehrerverhalten; Language teacher; Sprachunterricht; Ausland; Bildungsreform; School year 08; 8. Schuljahr; Schuljahr 08; Lernaktivität; Libanon; Syrien
Abstract	We argue for a transformation in the current learning and literacy education of marginalized and nondominant groups of English-as-a-Foreign Language (EFL) refugee learners in Lebanon. This paper describes the process of combining Third Space (TS) and Literature Circles (LC) to develop an instructional model of a transformative pedagogy for disadvantaged EFL learners in a transnational and challenging context. We report on how TSLC was used to address Human Rights Education (HRE) values, scaffold learners' challenges, and develop their EFL proficiency. Feedback from teachers indicates that TSLC provides a learning zone for transforming learners' negative experiences into stories of hope and envisioned better future. Likewise, teachers praised TSLC as an enjoyable and effective instructional strategy to engage and motivate learners as well as achieve curricular learning outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01