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Flipping the language classroom
University of Canterbury. (LATL (Learning and Teaching Languages))ORCID iD: 0000-0004-2361-8690
2017 (English)In: The New Zealand Language Teacher, ISSN 0110-1374, Vol. 43, p. 41-50Article in journal (Refereed) Published
Abstract [en]

The flipped classroom and flipped pedagogy have been visible in much writing about teaching (Boyer, 2013; Eaton, 2017; Fisher, Ross, LaFerriere & Maritz, 2017; Hao, 2016; LaFee, 2013; O’Flaherty & Phillips, 2015). For language teachers, there is nothing new about getting students to do some reading or view a video before class, but flipped learning has more to offer than that. It is a way to save classroom time for interactive activities that students cannot do on their own, and to individualise teaching to better support students in need of more instruction while extending students capable of more advanced language work. This article looks at how and why language teachers might adopt flipped pedagogy to work towards the Achievement Objectives of Learning Languages in the New Zealand Curriculum while embracing the principles of language teaching outlined in Paul Nation’s four strands model (Nation, 2007).

Place, publisher, year, edition, pages
Auckland, New Zealand, 2017. Vol. 43, p. 41-50
Keywords [en]
Flipped pedagogy, language education
Keywords [sv]
språkdidaktik, flippad undervisning
National Category
Didactics
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-356627OAI: oai:DiVA.org:uu-356627DiVA, id: diva2:1236428
Available from: 2018-08-02 Created: 2018-08-02 Last updated: 2018-08-02Bibliographically approved

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The New Zealand Language Teacher, Volume 43, 2017

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf