Pedagogical Innovations in Foreign Language Learning via Interlocutor Familiarity now available from Cambridge Scholars Publishing
Cambridge Scholars Publishing is pleased to announce the publication of Pedagogical Innovations in Foreign Language Learning via Interlocutor Familiarity by Christine E. Poteau.
Creating classroom spaces that allow for increased learner participation and lowered anxiety levels allows for an inclusive learning environment. Continuing collaborative efforts to challenge theories and further test methodologies by drawing upon research studies helps researchers and educators to become more informed about individual learner preferences and classroom contextual factors and to foster meaningful learning environments across disciplines. Specifically, examining distinct learner contexts can allow educators to explore new avenues of pedagogical design to improve learning contexts.
Taking into consideration diverse approaches to language pedagogies, distinct learning styles, and the growing need to develop intercultural competence in communities and professions across the globe, this book will serve to help educators transform classrooms into socially engaging environments, and explores innovative ways in which pedagogical performance and learning experiences can be improved. Drawing upon sociocultural theory, cognitive theory, and affective factors in foreign language learning, this study is based on doctoral research that explores the effects of interlocutor familiarity in group settings in two beginner-level language courses. Reflecting on diverse learner perspectives and individual learner factors can allow educators to increase learners’ connections to content and transform the way we approach pedagogical methods and diverse learner needs.
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About the Author
Christine E. Poteau is an Assistant Professor of Spanish Translation and Interpretation/Applied Spanish in the Department of Foreign Languages and Literatures at Rowan University, USA. She also serves as US Liaison to Linguistics of the International Higher Education Teaching and Learning Association. She is the recipient of the Henderson Plenary Award at the Foreign Language Education and Technology VI Conference held at Harvard University. Her pedagogical interests and research areas include foreign and second language pedagogical methods, intercultural competence development in translation and interpretation, linguistic minorities, and medical, legal, and academic disparities. Her work has been published in Academic Exchange Quarterly.