Innovation in language learning and teaching : the case of the southern Caribbean / Diego Mideros, Nicole Roberts, Beverly-Anne Carter, Hayo Reinders, editors.
Mideros, Diego, editor.; Roberts, Nicole, 1961- editor.; Carter, Beverly-Anne, 1956- editor.; Reinders, Hayo, editor.
2023
P57.C27
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Title Innovation in language learning and teaching : the case of the southern Caribbean / Diego Mideros, Nicole Roberts, Beverly-Anne Carter, Hayo Reinders, editors.
ISBN 9783031341823 (electronic bk.)
3031341821 (electronic bk.)
9783031341816
3031341813
DOI https://doi.org/10.1007/978-3-031-34182-3
Published Cham : Palgrave Macmillan, [2023]
Copyright ©2023
Language English
Description 1 online resource (xiii, 227 pages) : illustrations (some color).
Other Standard Identifiers 10.1007/978-3-031-34182-3 doi
Call Number P57.C27
Dewey Decimal Classification 418.0070861/1
Summary This book presents a unique perspective from an underrepresented region in the Global South. The volume features four different countries in the region: Barbados, Guyana, St. Lucia, and Trinidad and Tobago, as well as Martinique, which is an overseas region of France. This volume documents innovations in learning and teaching Spanish, French, and Chinese in the case of the English-speaking countries, and English as a foreign language (EFL) in the case of Martinique. The chapters cover different aspects of language education in the Caribbean and will be of particular interest to those involved in managing change in language education that attempts to mediate between global and local needs. Diego Mideros is a lecturer in Spanish at The University of the West Indies, Trinidad and Tobago. He coordinates the non-specialist Spanish language courses at the universitys Centre for Language Learning. His interests are learner autonomy, out-of-class learning, identity in language learning, and qualitative approaches to L2 research. Nicole Roberts is a senior lecturer in Spanish and the Acting Director, Centre for Language Learning, The University of the West Indies, Trinidad and Tobago. She has published on social and socio-cultural factors which impact reading comprehension and writing in Spanish as well as the importance of study abroad on FL acquisition. Beverly-Anne Carter is a retired Professor of Applied Languages and Director (2005-2022) of the Centre for Language Learning, St. Augustine Campus of The University of the West Indies, Trinidad and Tobago. She has published in the areas of learner autonomy in language learning, foreign language pedagogy and methodology, and language policy and planning. Hayo Reinders (www.innovationinteaching.org) is TESOL Professor and Director of Research at Anaheim University, USA, and Professor of Applied Linguistics at KMUTT in Thailand. He is founder of the Global Institute for Teacher Leadership and editor of Innovation in Language Learning and Teaching. His interests are in out-of-class learning, technology, and language teacher leadership.
Note Includes index.
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (SpringerLink, viewed September 12, 2023).
Added Author Mideros, Diego, editor.
Roberts, Nicole, 1961- editor.
Carter, Beverly-Anne, 1956- editor.
Reinders, Hayo, editor.
Series New language learning and teaching environments.
Available in Other Form Print version: 9783031341816
Linked Resources Online Access
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Intro
Contents
Notes on Contributors
List of Figures
List of Tables
1: Foreign Language Education in the Southern Caribbean: An Overview
The Caribbean Region
The Contemporary Situation in the Southern Caribbean
L2 Research and Innovation in the English-Speaking Caribbean
Language Policy: The Case of Trinidad and Tobago
Agency: A Sociocultural View of Innovation
In This Volume
Conclusion
References
2: Increasing Intercultural Competence in the Anglophone Caribbean: Experiences and Recommendations
Introduction
Justification
Implementation

Planning
Assessment
Results
Objective 1. Attitudes of Curiosity and Openness
Objective 2. Knowledge about Social Groups and Their Products
Objective 3. Skills to Discover and Interact
Objective 4. Interpretation and Relation Skills
Objective 5. Critical Consciousness Awareness
Objective 6. Awareness about One's Own Identity
Objective 7. Empathy, Tolerance towards Ambiguity and a Nonjudgmental Attitude
Objective 8. Stereotypes and National Rivalries
Conclusions
References

3: Teaching English Pronunciation in a Blended Environment: Feedback on a Pedagogical Innovation
Origin of the Innovation
Description of the Specific Context
The Implementation Phase
Emergence of Problems and Means Implemented to Overcome Them
Analysis and Implications
Objective 1: Has the Action Research Succeeded in Facilitating Phonological Appropriation?
Objective 2: Has the Project Managed to Individualize the Learning Path?
Objective 3: Has the Experimental Course Succeeded in Optimizing Phonological Training Time?
Recommendations
References

4: Teaching Beyond the Classroom: A Project-Based Innovation in a Language Education Course
Introduction
Background
Service-Based Learning
Course-based Undergraduate Research
Collective Teacher Efficacy
Context
The Course
Delivery of the Course
Implementing the PBL Assessment in the Teaching of Language Arts Course
Cycle 1: Academic Year 2017-2018
Stage 1: Discussion about Theory, Practice and the Initial Assessment
Stage 2: Collaborative Design of the Project
Stage 3: Execution of the Project

Stage 4: Building Service-Learning Opportunities in the Course through the Design of the Project
Cycle 2: Academic Year 2018-2019
Implementing CURE
Phase 1: Document Analysis
Phase 2: Research Plan
Phase 3: Fieldwork
Phase 4: Reporting
Cycle 3: Academic Year 2019-2020
Challenges of Implementing the PBL Assessment in the Course
Assessing Group Performance
Workload
Transparency for Financial Activities
Opportunities
Creation of Synergies
Developing Collective Teacher Efficacy for Problem-Solving
Sourcing Funding

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