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Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning

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Emotions in Second Language Teaching

Abstract

In its first iteration, Pluriliteracies Teaching for Learning’s primary focus rests on the relationship between the cognitive and the linguistic dimension of learning. The model emphasizes the need for learners to actively make connections between those two dimensions and identifies the processes of knowledge construction and knowledge sharing as the main drivers of deeper learning. It demonstrates how progression for deeper learning can be conceptualized to promote the development of subject specific literacies. Following recent research which clearly indicates that deeper learning processes depend on and are affected by learner variables such as well-being, self-efficacy, engagement, mastery and reflection, we will now introduce a revised model of Pluriliteracies Teaching for Learning that addresses the holistic and integrated nature of learning ecologies and captures the dynamic interactions between learners and mentors.

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Authors and Affiliations

  1. University of Mainz, Mainz, Germany

    Oliver Meyer, Margarete Imhof & Theresa Connolly

  2. University of Aberdeen, Aberdeen, UK

    Do Coyle

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  1. Oliver Meyer
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  2. Do Coyle
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  3. Margarete Imhof
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  4. Theresa Connolly
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Correspondence to Oliver Meyer , Do Coyle , Margarete Imhof or Theresa Connolly .

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  1. Faculty of Education, University of Extremadura, Badajoz, Spain

    Juan de Dios Martínez Agudo

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Meyer, O., Coyle, D., Imhof, M., Connolly, T. (2018). Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning. In: Martínez Agudo, J. (eds) Emotions in Second Language Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-75438-3_16

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  • DOI: https://doi.org/10.1007/978-3-319-75438-3_16

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