TRANSFORMATIVE LEARNING IN ENGLISH AS A FOREIGN LANGUAGE EDUCATION

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TRANSFORMATIVE LEARNING IN ENGLISH AS A FOREIGN LANGUAGE EDUCATION

Journal Title: ULUSLARARASI AFRO-AVRASYA ARAŞTIRMALARI DERGİSİ - Year 2018, Vol 3, Issue 6

Abstract

Transformative learning is the process of how learners construe, validate, and reformulate the meaning of their experience (Cranton, 1994, s. 22). It begins with a disorienting dilemma which results from experience and leads to critical reflection and rational discourse then to a perspective transformation which the individual acts upon (Taylor, 1998, s. 15). The aim of transformative learning is to help individuals challenge the current assumptions on which they act and, if they find them wanting, to change them (Christie, Carey, Robertson, & Grainger, 2015, s. 11). Every individual has a perspective on understanding and perception of the world. While learning a foreign language, there are also aspects of language learning that play an important role in the process of learning a foreign language, and this perspective has a spontaneous link between foreign language learning and transformative learning (King, 2000, s. 71). The aim of this study is to identify and present the learning activities that contribute to transformative learning at university foreign language courses, the characteristics of transformative learning environments, and the practices that contribute to the development of tranformative learning environments in universities based on the results obtained from studies on transformative learning and foreign language teaching literature. In this qualitatively designed study, data were obtained using a document analysis method. In the study, the theoretical studies that have been done up to now on transformative learning and studies on the implementation of the transformative learning in the foreign language classes have been examined by reviewing literature. Transformative learning, the learning experience, critical reflection and rational speech that underlie transformative learning are explained. Theoretical knowledge is provided for the creation of environments to support transformative learning in foreign language teaching. Based on the literature review, the teaching methods and techniques that support transformative learning are emphasized. Suggestions have been made for the use of the transformative learning as an alternative model in foreign language classes. Some of the major findings of the study suggest that: An activating event which has more than one perspective and suitable for the students area of interest can be selected carefully from films, documentaries, novels, short stories, and poems. The main purpose of using these methods is to prepare the ground for the individual to see and understand the events from a point of view that they have not looked at before. Reflective journals can be used as a critical self-assessment tool. With role play, students can substitute themselves for others and strengthen their efforts to be open to different alternatives. Collaborative learning activities, group works are important contributors of transformative learning environments. Students can organize experiential learning projects in which they behave in accordance with changed perspectives and assumptions.

Authors and Affiliations

Asım Arı, Eren Akdağ Kurnaz

Keywords

EP ID EP346250
DOI -
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