PL EN


2013 | 3 | 3 | 377-396
Article title

Pedagogy of the possible: Imagination, autonomy and space

Authors
Content
Title variants
Languages of publication
EN
Abstracts
EN
This paper explores pedagogical practices which can support the role of imagination in foreign language learning. Over the past decade, work on self and identity in motivation research-most notably Norton’s (2001) imagined communities and Dörnyei’s (2009) L2 motivational self system-has suggested that teachers might foster students’ motivation by helping them imagine themselves as L2 speakers and envisage contexts or communities in which they might use the target language. If teachers are to help students create and sustain visions of L2 identities, they need to employ a pedagogy which incorporates and facilitates the work of the imagination. In order to provide guidelines for pedagogical practice, this paper examines the experiences of Japanese university students studying English as a foreign language in a selfdirected learning course. Prior analysis of the data revealed several affordances which supported the participants’ metacognitive development and the role of imagination in their learning. Using these affordances as a conceptual framework, this paper builds on previous work by identifying elements in the learning environment which appear to support the role of imagination in the students’ language learning. The paper concludes by suggesting guidelines for pedagogical practice and considering the implications for further inquiry.
Contributors
author
References
Document Type
Publication order reference
Identifiers
ISSN
2083-5205
YADDA identifier
bwmeta1.element.desklight-804020bb-4305-47fb-b7c7-23462a63ad17
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.