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English Teaching: Practice and Critique, v12 n2 p76-101 Sep 2013

This paper discusses a study conducted in the Ledra/Lokmaci Milieu in Cyprus, the area in the centre of the divided walled city of Nicosia where Greek and Turkish Cypriots have to use English to communicate with one another. The aim of the study was to locate the effects of a learning space on language learners, teachers and syllabus designers. Both quantitative and qualitative data analysis procedures were carried out for the interpretation of the collected data. The findings reveal that the Ledra/Lokmaci Milieu has become an open-air classroom, a learning space, for language learners who often spend time there to practise and relate what they have studied in their English classes. The results also illustrate that the Ledra/Lokmaci Milieu has influenced the structure of the local English course syllabi with inclusions of place-specific materials, tasks, activities and homework. In brief, the study uncovers the influence of a learning space on learning or/and practising English language and attests how spaces can shape English language course syllabi and foster ownership and participation in learning English. The study also verifies the significance of integrating spaces into language learning syllabi and suggests that syllabus designers consider specifying learning spaces as a design principle in the process of syllabus design.

Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Educational Environment, Space Utilization, Second Language Instruction, Course Descriptions, Educational History, Focus Groups, Language Teachers, Teacher Attitudes, Student Attitudes, Language Usage, Adolescents, Young Adults, Homework, College Preparation, Mixed Methods Research, Structured Interviews, Semi Structured Interviews

Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier[at]waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1





Author: Kurt, Mustafa; Kurt, Sevinc

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1332&id=EJ1017191







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