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  • 8 - Authentic Resources and Written Reflection as Contributors to Transformative Learning

  • from Part III - Transformative Language Learning and Teaching Applications in University Programs
  • Edited by Betty Lou Leaver, Dan E. Davidson, Christine Campbell
  • Book:
    Transformative Language Learning and Teaching
    Published online:
    26 January 2021
    Print publication:
    21 January 2021, pp 71-79

  • Summary

    For language teachers who are already convinced about why to include transformative learning goals, this chapter will help to clarify what we know about how these sometimes-elusive learning goals can be scaffolded within our existing instruction. Language teachers interested in including transformative learning goals in their language classes should know that the transformative process is difficult to predict and to measure. However, instructors can intentionally and even successfully nurture transformation without straying far from widely accepted classroom practices by taking a more critical approach. Authentic texts can be useful for promoting disorienting dilemmas when they are at the learners' cognitive and proficiency level and include feasible tasks. Critical reflection is also essential to transformative learning and can be encouraged through structured written reflection. This reflection can take place in the L1 or L2. Finally, instructors can motivate students to take action by asking them to think about next steps.