How reflective exchanges of second language students can have an impact on their learning outcomes and on future curriculum planning in a tertiary environment

Campbell, Lucy

How reflective exchanges of second language students can have an impact on their learning outcomes and on future curriculum planning in a tertiary environment

dc.contributor.author	Campbell, Lucy
dc.coverage.spatial	Conference held at Hamilton, New Zealand	en_NZ
dc.date.accessioned	2009-10-01T19:46:46Z
dc.date.available	2009-10-01T19:46:46Z
dc.date.issued	2005
dc.description.abstract	Teaching academic English and study skills at tertiary level can be a restricted and pressured environment due to factors such as heavy course content, large numbers of students or lack of time to teach all areas that are needed. Situations like this often mean there is little opportunity for students to voice personal opinions on the content and method of how they are being taught in ESL oriented papers or their mainstream majors. It also means limited chances for them to articulate and share personal learning experiences and cultural backgrounds to allow them to extend their knowledge of their present situations. This paper describes how giving students time for reflection on these areas in an undergraduate second language academic discourse paper allowed them to contemplate learning and studying strategies for this and other papers they were engaged with. The outcomes for them included an increase in confidence to express themselves to their peers, a realisation that their previous learning and cultural backgrounds had value and use to their New Zealand experiences and a greater understanding of some basic tertiary processes. Web conferencing was used to support their reflection process. The results of these reflective exchanges for the tutor has had an impact on current and future curriculum design and led to the compiling of a list of simple but important factors that could of be of use to the wider tertiary community in their teaching of non-English speaking background students.	en
dc.format.mimetype	application/pdf
dc.identifier.citation	Campbell, L. (2005). How reflective exchanges of second language students can have an impact on their learning outcomes and on future curriculum planning in a tertiary environment. In S. May, M. Franken & R. Barnard (Eds.). LED 2003: 1st International Conference on Language, Education and Diversity, Refereed Conference Proceedings and Keynotes, The University of Waikato, Hamilton, New Zealand, 26-29 November 2003 [CD-ROM]. Hamilton, New Zealand: Wilf Malcolm Institute of Educational Research, The University of Waikato.	en
dc.identifier.isbn	0958250405
dc.identifier.uri	https://hdl.handle.net/10289/3226
dc.language.iso	en
dc.publisher	Wilf Malcolm Institute of Educational Research, The University of Waikato	en
dc.relation.isPartOf	LED 2003 1st International Conference on Language, Education and Diversity	en_NZ
dc.subject	academic english	en
dc.subject	english as a second language	en
dc.subject	reflection	en
dc.subject	reflective prompts	en
dc.subject	web conferencing	en
dc.title	How reflective exchanges of second language students can have an impact on their learning outcomes and on future curriculum planning in a tertiary environment	en
dc.type	Conference Contribution	en
pubs.begin-page	1	en_NZ
pubs.elements-id	15966
pubs.end-page	11	en_NZ
pubs.finish-date	2003-11-29	en_NZ
pubs.place-of-publication	Hamilton	en_NZ
pubs.start-date	2003-11-26	en_NZ