Flipping the language classroom
2013 (English)Conference paper, Abstract (Refereed)
The flipped classroom, where learners access teacher-talk and other material, e.g. in the form of web-based mini-lectures, and come to class to apply the knowledge gained from the mini-lectures with support from their teacher and peers, rather than listening to the teacher in class and being left to struggle alone at home with exercises, has gained popularity. This paper argues that flipped classroom thinking is particularly suited to language learning as it uses digital tools to give learners access to extensive, individualised input, including information about target language environments and cultures, acknowledges their target language practices outside the classroom and offers regular engagement with the target language materials while optimising the use of classroom time for communicative interaction in the target language with teacher and peers. The operation of the flipped language classroom is set against current theories of language learning and teaching.
Place, publisher, year, edition, pages
flipped classroom, e-learning
Research subject Language Education
IdentifiersURN: urn:nbn:se:su:diva-97694OAI: oai:DiVA.org:su-97694DiVA: diva2:679882
Wellington, New Zealand: ALANZ/ALAA Conference, 27-29 Nov 2013