COLLABORATION BETWEEN UNIVERSITY AND SECONDARY SCHOOL FOREIGN LANGUAGE TEACHERS
Keywords:
Collaboration, Language Learning, University, Secondary School, Teachers, Foreign Language EducationAbstract
Effective collaboration between university and secondary school forign language teachers is essential for fostering comprehensive language learning. This article explores the benefits of such collaboration, delves into existing literature on the topic, and presents methods for successful implementation. The discussion highlights the positive outcomes, challenges, and potential solutions, ultimately emphasizing the significance of ongoing collaboration in enhancing language education.
References
Johnson, K., & Johnson, H. (2016). Joining together: Group theory and group skills (12th ed.). Pearson.
García, O., & Li Wei. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Little, D. (2015). Learner autonomy in language learning: Defining the field and effecting change. Language Learning, 65(Suppl. 1), 4-11.
Hawkey, R. (2016). Teacher and learner autonomy in language learning. Routledge.
Brooks, J. G., & Brooks, M. G. (2017). In search of understanding: The case for constructivist classrooms. ASCD.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Nunan, D. (2003). Practical English language teaching. McGraw-Hill.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
Byram, M., & Fleming, M. (Eds.). (1998). Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge University Press.
