Flipped Instruction for Language Learning

Flipped Instruction for Language Learning

Hilda Galvez (Pillar College, USA)
Copyright: © 2017 |Pages: 14
DOI: 10.4018/978-1-5225-1803-7.ch008
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The purpose of this chapter is to prepare teachers of English as a Second Language (ESL) to utilize flipped models of instruction to better prepare their students in content subjects. This chapter is relevant to educators, school districts, administrators, colleges, and universities. Flipped instruction enables students to engage in more critical thinking skills, while instructors guide their learning. Flipping instruction uses students' input and thought processes as opposed to the direct lectures. The flipped instruction uses technology, which has great potential to hold student's attention, while at the same time building critical thinking processes. Case studies of showing the success flipped instruction are available; however, there is a scarcity of flipped instruction research in the ESL classroom. ESL Computer Assisted Language Learning (CALL) affords students opportunities to explain, question, and develop their language skills as well as their own thinking.
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Jonathan Bergmann and Aaron Sams are credited with ground-breaking the concept of flipped instruction (2012). These two chemistry high school teachers began with the notion of using technology to help their high school students who missed courses or some part of the lecture due to extra-curricular high school athletic and other activities. They used screencasts of recorded lectures, homework, slide presentations, and chemistry demonstrations. Their investment in keeping their students interested in their courses ended up with two astonishing results. The first was that students began interacting more in class because they did not worry about losing class time. The second was that students who were having problems keeping up with the course fared better because of the added use of video and extra technological engagement available to them. Bergmann and Sams also wrote the book titled Flip Your Classroom: Reach Every Student in Every Class Every Day. Flipped instruction has been utilized by other educators using some of elements in the flipped instruction model to provide successful personalized experiences using flipped learning. However, there is limited research on flipped instruction effectiveness in the ESL classroom per se.

The idea of flipped instruction has other conceptual distinctions that incorporate the idea of decreasing classroom lecturing for a more hands-on approach to learning. Eric Mazur, a Harvard Physics professor interested on increasing student knowledge of physics, coined the term “peer instruction” in 1991. His book entitled Peer Instruction: A User’s Manual was published in 1997. In it he gives instructional strategies that moved classroom instruction from sheer lecturing to class learning while he used coaching strategies. Although not termed flipped instruction, peer instruction has been researched and proven to be an effective tool toward providing student self-learning and teaching within inverted classroom instruction.

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