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首页> 外文会议>International Technology, Education and Development Conference >(598) ENHANCING LANGUAGE LEARNING AND WHOLE PERSON DEVELOPMENT IN THE SECOND LANGUAGE CLASSROOM
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(598) ENHANCING LANGUAGE LEARNING AND WHOLE PERSON DEVELOPMENT IN THE SECOND LANGUAGE CLASSROOM

机译：（598）在第二语言教室中加强语言学习和全人的发展

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Institutes of higher education face an assortment of challenges in trying to realize their pedagogical goals of graduating students who are academically prepared to actively engage and succeed in life beyond the undergraduate experience. Our institution, a small private liberal arts college, faces the issues of student retention, cultivating intrinsic motivation, and fostering a sense of belonging both in the classroom and throughout the college community as a whole. Our college community understands that these three issues are intricately connected, leading us to meet these challenges head on with a multi-faceted approach. We have observed that our most successful students are proficient in setting and working towards their own goals, and ultimately learn more about who they are through this experience. Their learning is focused on whole-person development, including but not limited to purely academic pursuits. As such, in our language classroom, we incorporate a variety of activities and opportunities to encourage and foster this development. Our pedagogical practices feature study skills workshops built into the class to focus on the importance of time management across all aspects of the college experience. After the first exam of the semester, students complete exam reflections in which they compare their preparation with their results, assess their efforts, and are tasked with making pertinent changes for the subsequent exams. Another aspect of our language classroom pedagogy features collaborative speaking and writing activities that are customizable to students’ unique interests. Tasking students to collaborate focuses on the communicative nature of language, as well as pair and group work skills that are so essential to the work environment post-graduation. The customizable nature of the tasks allows students to use the target language in a way that is meaningful for them. When students are given flexibility within established guidelines, they are more motivated, more engaged, and therefore produce more comprehensible output than when they are required to fit their knowledge into a standard one-size-fits-all format. These activities encourage students to become active participants in the learning process, helping them shed their fixed mindset of their language ability and move towards a growth mindset. Students come to understand progress in terms of communicative success rather than reducing their ability to a percentage score on a test. The focus becomes language acquisition as a communicative tool rather than memorization and regurgitation as a means of demonstrating mastery. The study skills workshops and exam reflections are geared towards helping students to make these connections, such that their growth mindset extends beyond the walls of our language classrooms and carries over into their other courses. By working with students to change how they understand learning, they come to understand their academic college experience in a different light. They work towards finding their intrinsic motivation, rather than seeking out the rewards from letter grades. When students are motivated to learn, they are invested in their academic experience. When they are invested in their academic experience and feel good about their progress, they are more invested in their college experience as a whole.
机译：高等教育机构面临各种挑战，在努力实现学习学生的教学目标，他们在学术准备中积极地互动和成功超出本科经验。我们的机构是一家小型私人文科学院，面临学生保留，培养内在动机的问题，培养课堂和整个大学界的归属感。我们的大学社区明白这三个问题是错综复杂的，导致我们以多方面的方法达到这些挑战。我们已经观察到，我们最成功的学生熟练地朝着自己的目标实现和努力，最终了解更多关于他们通过这种经历的人。他们的学习专注于全人的发展，包括但不限于纯粹的学术追求。因此，在我们的语言教室中，我们纳入了各种活动和机会，以鼓励和促进这一发展。我们的教学法实践具有研究技能研讨会，内置于课堂上，专注于大学经历各方面的时间管理的重要性。在学期的第一次考试后，学生完成考试反思，他们将他们的准备与结果进行比较，评估他们的努力，并且是任务对后续考试的相关变化。我们语言课堂教育学的另一个方面是具有可定制学生独特利益的合作发言和写作活动。任务学生合作侧重于语言的交流性质，以及对毕业后工作环境至关重要的对和团体工作技能。任务的可定制性质允许学生以对他们有意义的方式使用目标语言。当学生在既定指南内获得灵活性时，它们更具动力，更接合，因此产生比需要将其知识融入标准单尺寸适合所有格式的更具可观的易于理解的产出。这些活动鼓励学生在学习过程中成为积极参与者，帮助他们揭示他们的语言能力的固定心态，并朝着增长的心态。学生在交际成功方面来了解进展，而不是降低考试中百分比分数的能力。重点成为语言获取作为通信工具，而不是记忆和反流，作为展示掌握的手段。研究技能讲习班和考试反思是为了帮助学生制定这些联系，使得他们的增长心态延伸到我们语言教室的墙壁之外，并进入其他课程。通过与学生合作改变他们了解学习的方式，他们就会了解他们在不同的光线中的学术大学经验。他们努力寻找自己的内在动机，而不是寻求奖励奖励。当学生有动力学习时，他们投入了他们的学术经验。当他们投入他们的学术经验并对他们的进展感觉良好时，他们更加投入他们的大学经历。

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