This volume reports on the main findings of the project Inclusive epistemologies and practices of out-of-school English learning. The study responds to low attainment levels in English as a Foreign Language among socioeconomically disadvantaged youth. It fosters inclusive and creative educational and research practices.
This volume reports on the main results of the research project Inclusive epistemologies and practices of out-of-school English learning. The study reacts to low attainment levels in English as a foreign language among socioeconomically disadvantaged youth. The contributors to this volume research teenagers existing practices of using and learning English out of school time and implement new, inclusive, nonformal English language educational initiatives. They evaluate the impact of the nonformal English language educational initiatives implemented and support their sustainability and transferability. The project embeds collaborative and arts-based methods into its methodology, fostering inclusive and creative educational practices and ways of knowing.
| Introduction. Inclusive epistemologies and practices of out-of-school English learning |
|
7 | (20) |
|
|
|
Out-of-school language learning and educational equity |
|
|
27 | (16) |
|
|
|
|
|
|
|
|
|
Is English important in your life? A collaborative experience in a secondary school |
|
|
43 | (26) |
|
|
|
|
|
|
|
|
|
Learning English in translocal exchanges in Instagram chat |
|
|
69 | (30) |
|
|
|
|
|
The affordances of an arts-based approach for building opportunities for young people's learning |
|
|
99 | (20) |
|
|
|
|
|
Participant roles in linguistic mediation activities in a digital storytelling project |
|
|
119 | (24) |
|
|
|
|
|
Making Colin the poet real. English language learning as embodied action, aesthetics and emotion |
|
|
143 | (18) |
|
|
|
|
|
|
|
|
|
161 | (4) |
|
|
|
|
| Appendix |
|
165 | (2) |
| Contributors |
|
167 | |
Emilee Moore is an Associate Professor in the Department of Language and Literature Education and Social Science Education at the Universitat Autņnoma de Barcelona and a member of the Research Centre for Teaching and Plurilingual Interaction (GREIP). Her research is framed within the study of communicative practices in multilingual and multicultural educational contexts from a perspective that integrates linguistic anthropology, interactional sociolinguistics and sociocultural learning theories.
Claudia Vallejo is an Adjunct Lecturer in the Department of Language and Literature Education and Social Science Education at the Universitat Autņnoma de Barcelona and a member of the Research Centre for Teaching and Plurilingual Interaction (GREIP). Her research focuses on the role of cultural and linguistic diversity in the academic trajectories of students from cultural and linguistic minorities, especially those considered at risk of school failure.
