期刊名称：Canadian and International Education / Education canadienne et internationale
印刷版ISSN：2369-2634
出版年度：2016
卷号：45
期号：2
页码：3
出版社：Western University
摘要：In a twenty month project intended to confer social responsibility and to engender metacognitive reflection upon communal identity and global citizenship, students of French undertaking a study year abroad were invited to identify and collect realia (culturally-significant artefacts) in their host countries intended for the enhancement of language teaching and learning in UK elementary and secondary classrooms. On their return, they would develop their acquisitions into learning resources for local schools. This project brought together higher education and secondary Modern Foreign Language practitioners. Its impact is analysed using social realist and pedagogical theories focusing on the benefits of situated, collaborative learning experiences and on the importance of social engagement within a higher education curriculum seeking to prepare students to operate in a supercomplex environment. It explores the relationship between identity formation, intercultural dialogue and language learning, and examines the value of the student-as-producer learning model in conferring agency.
关键词：Culture; curriculum; Bildung; supercomplexity; learner; intercultural; global citizenship; Year Abroad; student-as-producer; situated learning; higher education; secondary education; MFL
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