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ERIC Number: EJ1010277
Record Type: Journal
Publication Date: 2013-Jun
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1056-7941
EISSN: N/A
Learning Histories to YouTube: Learners' Lives as Curriculum
Murphey, Tim
TESOL Journal, v4 n2 p370-381 Jun 2013
The article describes the agentive development of a group of first-year Japanese university students. They first individually wrote their language learning histories to grasp what they had been through in their junior and senior high school English education. They then analyzed the histories in small groups, discussing what motivated and demotivated each person, what students and teachers might learn from their experiences, and what the Ministry of Education (Monbusho) might do to support their learning more. The small groups wrote reports and sent their findings to the Ministry of Education at the end of the year along with a 3-min YouTube video of the major findings. Their reports concluded that Japanese students endure too much test-focused grammar and lectures in their junior and senior high school education and would prefer to learn more from a more orally interactive curriculum with complementary teaching methods. This agency-inviting process that the students progressed through is similar to Weinstein's (2006) conception of "learners' lives as curriculum," echoing Freire's (1970) and Dewey's (1938/1963) participatory and experiential learning and community involvement, which invites and encourages more agency from students.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://bibliotheek.ehb.be:2429/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A