Abstract
Foreign language pedagogy in the US is facing a paradigm shift, i.e., from communicative language teaching to the emerging Transformative Language Learning and Teaching (TLLT) in response to significant social and political changes (Leaver, 2021). TLLT has the potential to address issues that are important to the field of language education today as it “causes the learner to change in some way – thinking, behavior, acceptance of the other, values, mindset, and/or emotion” (Leaver, 2021, p.16) through their FL learning experiences. However, there are limited scholarly discussions about the implementation and pedagogical implications of this emerging theory. This presentation addresses this research gap by reporting the classroom applications of TLLT in collegiate Japanese and Chinese courses in the U.S. Student responses to the application of TLLT in their language course were analyzed qualitatively. The findings suggest that students in language courses highly value transformative learning experiences that are beyond proficiency-oriented language learning. Amid the pandemic and the national awakening on racial disparity, all educators play a crucial role in promoting social justice. We argue that TLLT has the potential of transforming language learners into linguistically and culturally competent global citizens who respect people of different cultural backgrounds and perceive the interconnectedness of all people as fellow citizens of Earth.
Author Information
Hong Li, Emory University, United States
Mizuki Mazzotta, Emory University, United States
Zhengbin Lu, Spelman College, United States
Paper Information
Conference: ECLL2022
Stream: Approaches
This paper is part of the ECLL2022 Conference Proceedings (View)
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To cite this article:
Li H., Mazzotta M., & Lu Z. (2022) Enhancing Students’ Global, Cultural and Social Awareness in East Asian Language Curricula Through the Transformative Language Learning and Teaching ISSN: 2188-112X The European Conference on Language Learning 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2188-112X.2022.5
To link to this article: https://doi.org/10.22492/issn.2188-112X.2022.5
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