دورية أكاديمية
Reimagining English Language Teaching: Towards Developing a Heutagogical Framework
| العنوان: | Reimagining English Language Teaching: Towards Developing a Heutagogical Framework |
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| اللغة: | English |
| المؤلفون: | Anjana Krishna S. (ORCID |
| المصدر: | Higher Education for the Future. 2024 11(1):76-89. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Descriptors: | Social Emotional Learning, Second Language Instruction, English (Second Language), Teaching Methods, Independent Study, Student Centered Learning, Educational Theories, Foreign Countries, Cultural Context, Language Teachers, Educational Change |
| مصطلحات جغرافية: | India |
| DOI: | 10.1177/23476311231222964 |
| تدمد: | 2347-6311 2348-5779 |
| مستخلص: | Education in its essential meaning should beget a civilized and socio-emotionally intelligent, competent mindset in its stakeholders. However, this seems an ideal situation which is impractical owing to several conditions and constraints that impede the implementation of holistic education. Pedagogical practices initially relied on rote learning and thereafter several reforms in educational policies asserted the importance of nurturing global competency among the learners. However, this shift from rote learning to a more self-directed learning is a challenging transformation which is idealized to a great extent. In this article, we argue that a sudden shift may not be possible, and to realize learner autonomy and their self-directedness, there should be a gradual but steady progress from pedagogy to andragogy and then to heutagogy. Self-directedness and learner-centredness are the crucial aspects of heutagogy. Taking examples from a case study that we conducted with teachers of English from select higher education institutions in India, we analysed the various tenets of heutagogy and its practicality in the Indian context. We investigated how teachers are incorporating aspects of heutagogy in their English classrooms and what major challenges are encountered. Their individual classroom episodes may serve as an initial reservoir of ideas to orient further research in the field. The possibility of embedding the PAH continuum in classrooms is analysed through the lens of socio-constructivist theory. The insights from this study will be valuable for teachers and students who wish to gain a deeper insight into the heutagogical learning paradigm and its integration into language teaching in the classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1410464 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 2347-6311 2348-5779 |
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| DOI: | 10.1177/23476311231222964 |