Learning English Out of School: An Inclusive Approach to Research and Action

Emilee Moore; Claudia Vallejo

Learning English Out of School: An Inclusive Approach to Research and Action

by Emilee Moore (Edited), Claudia Vallejo (Edited)
©2021, 172 Pages

Open Access

Series: Foreign Language Teaching in Europe, Volume 19

This volume reports on the main results of the research project Inclusive epistemologies and practices of out-of-school English learning. The study reacts to low attainment levels in English as a foreign language among socioeconomically disadvantaged youth. The contributors to this volume research teenagers’ existing practices of using and learning English out of school time and implement new, inclusive, nonformal English language educational initiatives. They evaluate the impact of the nonformal English language educational initiatives implemented and support their sustainability and transferability. The project embeds collaborative and arts-based methods into its methodology, fostering inclusive and creative educational practices and ways of knowing.

Cover
Title
Copyright
About the author
About the book
This eBook can be cited
Table of contents
Introduction. Inclusive epistemologies and practices of out-of-school English learning (Emilee Moore)
Out-of-school language learning and educational equity (Emilee Moore / Claudia Vallejo / Melinda Dooly / Eulàlia Borràs)
Is English important in your life? A collaborative experience in a secondary school (Víctor Corona / Claudia Vallejo / Emilee Moore / Jorge Solans)
Learning English in translocal exchanges in Instagram chat (Cèlia Pratginestós / Dolors Masats)
The affordances of an arts-based approach for building opportunities for young people’s learning (Emilee Moore / Margaret R. Hawkins)
Participant roles in linguistic mediation activities in a digital storytelling project (Miaomiao Zhang / Júlia Llompart Esbert)
Making Colin the poet real. English language learning as embodied action, aesthetics and emotion (Emilee Moore / Mandy Deal / Almudena Herrera)
Final reflections (Emilee Moore / Andy Morodo)
Appendix
Contributors
Series index

Pages:

172

Year:

2021

ISBN (HARDBACK):

9783631830574 (Active)

ISBN (EPUB):

9783631862278 (Active)

ISBN (PDF):

9783631862261 (Active)

DOI:

10.3726/b18699

Language:

English

Keywords:

Winkelkötter, English, School, inclusive, approach, Learning, Claudia, Teaching, collaboration, Activism, Creativity, Action, Moore, Foreign language, Informal education, Nonformal education, youth, Emilee, Vallejo

Published:

Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2021. 172 pp., 20 fig. b/w.

Emilee Moore is an Associate Professor in the Department of Language and Literature Education and Social Science Education at the Universitat Autònoma de Barcelona and a member of the Research Centre for Teaching and Plurilingual Interaction (GREIP). Her research is framed within the study of communicative practices in multilingual and multicultural educational contexts from a perspective that integrates linguistic anthropology, interactional sociolinguistics and sociocultural learning theories.

Claudia Vallejo is an Adjunct Lecturer in the Department of Language and Literature Education and Social Science Education at the Universitat Autònoma de Barcelona and a member of the Research Centre for Teaching and Plurilingual Interaction (GREIP). Her research focuses on the role of cultural and linguistic diversity in the academic trajectories of students from cultural and linguistic minorities, especially those considered at risk of school failure.

Learning English Out of School: An Inclusive Approach to Research and Action

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