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I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice

I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice

Claire Mitchell
Copyright: © 2021 |Pages: 20
ISBN13: 9781799872948|ISBN10: 1799872947|EISBN13: 9781799872955
DOI: 10.4018/978-1-7998-7294-8.ch030
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MLA

Mitchell, Claire. "I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice." Research Anthology on Facilitating New Educational Practices Through Communities of Learning, edited by Information Resources Management Association, IGI Global, 2021, pp. 575-594. https://doi.org/10.4018/978-1-7998-7294-8.ch030

APA

Mitchell, C. (2021). I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice. In I. Management Association (Ed.), Research Anthology on Facilitating New Educational Practices Through Communities of Learning (pp. 575-594). IGI Global. https://doi.org/10.4018/978-1-7998-7294-8.ch030

Chicago

Mitchell, Claire. "I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, edited by Information Resources Management Association, 575-594. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7294-8.ch030

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Abstract

As a result of globalization, World Language Education has experienced considerable changes within recent decades. With these changes, there is a need for new approaches to teaching and learning a world language, as there is a growing mismatch between language use in the real world and the approach to teaching a world language in the classroom. This chapter, then, presents a pedagogical model that was implemented in an Introduction to Second Language Acquisition course in order to adequately prepare teacher candidates for their future careers as educators in a globalized society. In particular, the model in this chapter discusses authentic experiences grounded in inquiry-based learning that provide opportunities for teacher candidates to collaboratively research current trends in the field of World Language Education and put them into practice through undergraduate research projects.

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