Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course
In this paper, I discuss a small-scale case study that explores the important role teachers play in promoting out-of-class learning among their students. Data come from in-depth interviews with three of the teachers who delivered a Spanish for specific purposes blended course. I explored the differe...
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Kanda University of International Studies
2022-06-01
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| Series: | Studies in Self-Access Learning Journal |
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| Online Access: | https://sisaljournal.org/archives/vol13/june22/mideros/ |
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| author | Diego Mideros |
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| description | In this paper, I discuss a small-scale case study that explores the important role teachers play in promoting out-of-class learning among their students. Data come from in-depth interviews with three of the teachers who delivered a Spanish for specific purposes blended course. I explored the different ways in which these teachers went about encouraging students to engage with the online segment of the course. The study is mainly informed by the notion of affordances (Cotterall, 2017; Murray, 2017; van Lier, 2004) and the growing body of literature on learning beyond the classroom (LBC) (Benson, 2011; Reinders & Benson, 2017; Reinders, 2020) where teachers play a pivotal role in promoting out-of-class learning. The main takeaway from this study is that for teachers to promote out-of-class learning, they should first identify the learning possibilities available in whatever materials students are to use outside of the classroom. In the case of this study, teachers had to promote the use of the learning platform that students were supposed to engage with as part of their out-of-class learning segment of the course. However, I found that only one teacher fully promoted out-of-class learning simply because she saw value in the platform and was able to help students see such value as well. The opposite was also true; the other two teachers did not seem to see much value in the platform and as a result, they were not entirely successful in promoting out-of-class learning among their students. |
| format | Article |
| id | doaj-art-a2136409a31046e084c05deb596c4235 |
| institution | OA Journals |
| issn | 2185-3762 |
| language | English |
| publishDate | 2022-06-01 |
| publisher | Kanda University of International Studies |
| record_format | Article |
| series | Studies in Self-Access Learning Journal |
| spelling | doaj-art-a2136409a31046e084c05deb596c42352025-08-20T02:30:30ZengKanda University of International StudiesStudies in Self-Access Learning Journal2185-37622022-06-01132248261https://doi.org/10.37237/130205Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes CourseDiego Mideros0https://orcid.org/0000-0002-7479-9770The University of the West Indies, St. Augustine Campus, Trinidad and TobagoIn this paper, I discuss a small-scale case study that explores the important role teachers play in promoting out-of-class learning among their students. Data come from in-depth interviews with three of the teachers who delivered a Spanish for specific purposes blended course. I explored the different ways in which these teachers went about encouraging students to engage with the online segment of the course. The study is mainly informed by the notion of affordances (Cotterall, 2017; Murray, 2017; van Lier, 2004) and the growing body of literature on learning beyond the classroom (LBC) (Benson, 2011; Reinders & Benson, 2017; Reinders, 2020) where teachers play a pivotal role in promoting out-of-class learning. The main takeaway from this study is that for teachers to promote out-of-class learning, they should first identify the learning possibilities available in whatever materials students are to use outside of the classroom. In the case of this study, teachers had to promote the use of the learning platform that students were supposed to engage with as part of their out-of-class learning segment of the course. However, I found that only one teacher fully promoted out-of-class learning simply because she saw value in the platform and was able to help students see such value as well. The opposite was also true; the other two teachers did not seem to see much value in the platform and as a result, they were not entirely successful in promoting out-of-class learning among their students.https://sisaljournal.org/archives/vol13/june22/mideros/learning beyond the classroomindependent studyout-of-class learningspanishspanish for specific purposesteacher roles |
| spellingShingle | Diego Mideros Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course Studies in Self-Access Learning Journal learning beyond the classroom independent study out-of-class learning spanish spanish for specific purposes teacher roles |
| title | Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course |
| title_full | Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course |
| title_fullStr | Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course |
| title_full_unstemmed | Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course |
| title_short | Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course |
| title_sort | teacher roles in promoting out of class learning lessons from a spanish for specific purposes course |
| topic | learning beyond the classroom independent study out-of-class learning spanish spanish for specific purposes teacher roles |
| url | https://sisaljournal.org/archives/vol13/june22/mideros/ |
| work_keys_str_mv | AT diegomideros teacherrolesinpromotingoutofclasslearninglessonsfromaspanishforspecificpurposescourse |