Getting the best out of 'the language-learning experience' Export

@article{citeulike:5413961, abstract = {The use of a language-learning experience' (LLE) as a teacher-development procedure--whereby participants learn a little of a foreign language in order to increase their understanding of the language-learning process--is by no means unusual or new. The procedure has been the topic of a number of articles, for example, Gotebiowska (1985), Lowe (1987), Rinvolucri (1988). Its continuing and widespread use suggests it has qualities many teacher developers value. In particular, its potential for enhancing understanding of classroom events, as viewed from the learner's perspective, is widely recognized. However, it is possible for the LLE to serve a number of other important functions as well, not all of which appear to have been given the attention they deserve. One of the purposes of this paper, then, is to examine the usefulness of the LLE as a teacher-development procedure. Another purpose is to describe some of the constraints in the approach, and how to remedy them.1 10.1093/elt/44.4.305}, author = {Waters, Alan and Sunderland, Jane and Bray, Terry and Allwright, Joan}, citeulike-article-id = {5413961}, citeulike-linkout-0 = {http://dx.doi.org/10.1093/elt/44.4.305}, citeulike-linkout-1 = {http://eltj.oxfordjournals.org/cgi/content/abstract/44/4/305}, day = {1}, doi = {10.1093/elt/44.4.305}, journal = {ELT J}, keywords = {language\_learning\_experiences, teacher\_development, teacher\_education}, month = {October}, number = {4}, pages = {305--315}, posted-at = {2009-08-11 05:06:26}, priority = {2}, title = {Getting the best out of 'the language-learning experience'}, url = {http://dx.doi.org/10.1093/elt/44.4.305}, volume = {44}, year = {1990} }

TY - JOUR ID - citeulike:5413961 L3 - citeulike-article-id:5413961 N2 - The use of a language-learning experience' (LLE) as a teacher-development procedure--whereby participants learn a little of a foreign language in order to increase their understanding of the language-learning process--is by no means unusual or new. The procedure has been the topic of a number of articles, for example, Gotebiowska (1985), Lowe (1987), Rinvolucri (1988). Its continuing and widespread use suggests it has qualities many teacher developers value. In particular, its potential for enhancing understanding of classroom events, as viewed from the learner's perspective, is widely recognized. However, it is possible for the LLE to serve a number of other important functions as well, not all of which appear to have been given the attention they deserve. One of the purposes of this paper, then, is to examine the usefulness of the LLE as a teacher-development procedure. Another purpose is to describe some of the constraints in the approach, and how to remedy them.1 10.1093/elt/44.4.305 IS - 4 JF - ELT J EP - 315 TI - Getting the best out of 'the language-learning experience' VL - 44 SP - 305 KW - language_learning_experiences KW - teacher_development KW - teacher_education AU - Waters, Alan AU - Sunderland, Jane AU - Bray, Terry AU - Allwright, Joan PY - 1990/10/01/ UR - http://dx.doi.org/10.1093/elt/44.4.305 ER -