Fostering Intellectual Investment and Foreign Language Learning Through Role-Immersion Pedagogy

منو

" Fostering Intellectual Investment and Foreign Language Learning Through Role-Immersion Pedagogy "
Finney, Sara

Document Type	:	AL
Record Number	:	926484
Doc. No	:	LA4g35c2m4
Language of Document	:	English
Main Entry	:	Finney, Sara
Title & Author	:	Fostering Intellectual Investment and Foreign Language Learning Through Role-Immersion Pedagogy [Article]\ Finney, Sara
Title of Periodical	:	L2 Journal
Volume/ Issue Number	:	11/2
Date	:	2019
Abstract	:	Recent scholarship has highlighted the importance of increasing the intellectual viability of lower-level foreign language (FL) study while facilitating connections between academic practice, learners’ lives, and global communities. This article reports on a content-based role-immersion simulation (RIS) designed to incite a critical orientation toward language learning, as 16 postsecondary intermediate Spanish learners adopted alternate identities and took part in a culturally grounded scenario centering on resolving problems related to drug trafficking and violence at the U.S.-Mexico border. Self-reported data from this qualitative study reveal that a majority of participants considered the simulation to approximate an intellectually stimulating real-world immersive encounter; however, some learners approached it as a language-learning exercise. The article elaborates on criteria that contributed to these divergent perceptions and concludes with implications for foreign language curriculum design.