About this paper

Appears in:
Pages: 6201-6207
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1439

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

AFFECTIVE EMPOWERMENT AND THE L2 LEARNER

C. Spencer, M. Meinardi

Dublin Institute of Technology (IRELAND)
In our poster we build on and explore in a series of questions, the central premise mooted by Pellegrino Aveni (2009) that ‘the learner’s self may become trapped behind the communication barrier [ ] and that only an altered picture of the self, one filtered through this new incomplete language, may be projected by the learner’ (Pellegrino Aveni, 2005, 14). Our interest lies in how ‘language use and interaction may be conducted in such a way that the self will be enhanced or at the very least protected’ (Pellegrino Aveni, 2005, 16) and the implications of this for teaching and learning.

Our poster thus aims to explore a series of interrelated questions about the following:
• Student empowerment to take and maintain ‘control’ of learner self-images (Pellegrino-Aveni, 2005; Sedaris, 2000)
• Self-regulation and self-awareness, personal learning styles and epistemologies.
• Learner motivation, both instrumental and integrative motivation (Gardner & Lambert 1972) and ‘curiosity’ and as factors for creativity.
• Confidence building through participation in language use that is ‘genuine, natural and reflective of host community norms’ (Kinginger, 2009).

Our questions explore language as a communicative resource and foreign language learners as participants in ‘communities of practice’. Socialisation, in terms of access to and participation in those language communities, and learner identity vis-a-vis those communities are key concerns. In acknowledging how critical a variety of interpersonal, situational and substantive connections are (McKinney, 2005; 2015), we also explore the scope for classroom practice to develop and enhance learners’ ability to make such connections. We draw both on a reading of current research in Second Language Acquisition and Learning in Study Abroad contexts, and from the insights we have gained over a number of years teaching at third level.

The authors’ poster will feature illustrative experiences and practices (e.g. realia, Erasmus experiences and projects, situational play & experiential learning activities, student reflections) and seeks to elicit engagement with other colleagues involved in language teaching and learning and with those supporting and preparing students for study abroad.
@InProceedings{SPENCER2017AFF,
author = {Spencer, C. and Meinardi, M.},
title = {AFFECTIVE EMPOWERMENT AND THE L2 LEARNER},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1439},
url = {http://dx.doi.org/10.21125/inted.2017.1439},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {6201-6207}}
TY - CONF
AU - C. Spencer AU - M. Meinardi
TI - AFFECTIVE EMPOWERMENT AND THE L2 LEARNER
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1439
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 6201
EP - 6207
ER -
C. Spencer, M. Meinardi (2017) AFFECTIVE EMPOWERMENT AND THE L2 LEARNER, INTED2017 Proceedings, pp. 6201-6207.
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