000 04175nam a22005535i 4500
001 978-3-031-78787-4
003 DE-He213
005 20251030114930.0
007 cr nn 008mamaa
008 250124s2024 sz | s |||| 0|eng d
020 _a9783031787874
_9978-3-031-78787-4
024 7 _a10.1007/978-3-031-78787-4
_2doi
050 4 _aP51-59.4
072 7 _aCJ
_2bicssc
072 7 _aEDU029080
_2bisacsh
072 7 _aCJ
_2thema
100 1 _aFazzi, Fabiana.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_990426
245 1 0 _aMuseums as Sites of Transformative Foreign Language Learning Beyond the Classroom
_h[electronic resource] /
_cby Fabiana Fazzi.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXVII, 286 p. 36 illus., 15 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aNew Language Learning and Teaching Environments,
_x2946-2940
505 0 _aChapter 1: Introduction -- Chapter 2: Bridging the gap between language learning in and beyond the classroom -- Chapter 3: Museums as third spaces for L2/FL learning -- Chapter 4: Case study 1: A CLIL module on Animal Classification in English as a FL across the classroom and the Natural History Museum in Venice -- Chapter 5: Case study 2: An Italian as an L2 workshop at the Peggy Guggenheim Collection in Venice -- Chapter 6: Case study 3: An Italian as an L2 participatory digital storytelling project -- Chapter 7: Designing participatory language learning projects across the classroom, the museum, and the community: From principles to practice -- Chapter 8: Conclusion.
520 _aThis book takes a look at the affordances of engaging second/foreign language students in educational projects that bridge the gap between the classroom and the museum. Studies on language learning and teaching beyond the classroom have shown that students learn in different settings and through different types of activities and that their learning is influenced by the intersection of different dimensions. Drawing on both language and museum learning and teaching research, this book discusses the aspects that make the museum an ideal language learning setting and then outlines evidence-based pedagogical guidelines to design effective learning experiences for language learners across the classroom and the museum. It will be of interest to graduate students, language teachers, teacher trainers, museum educators, and researchers in fields including Educational Linguistics, Anthropological Linguistics, and Museum Studies (Education). Fabiana Fazzi is a PostDoc Research Fellow in Educational Linguistics at Ca’ Foscari University of Venice, Italy. Her research interests include language learning beyond the classroom, multiliteracies skills development in a second/foreign language with a focus on digital storytelling and digital social reading, global citizenship skills development in a second/foreign language, innovative instructional approaches (i.e. CLIL, Arts-based), and plurilingual education.
650 0 _aLanguage and languages
_xStudy and teaching.
_959962
650 0 _aCulture.
_959159
650 0 _aCulture
_xStudy and teaching.
_966082
650 1 4 _aLanguage Teaching and Learning.
_971501
650 2 4 _aLanguage Education.
_970729
650 2 4 _aSociology of Culture.
_968985
650 2 4 _aVisual Culture.
_966084
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031787867
776 0 8 _iPrinted edition:
_z9783031787881
776 0 8 _iPrinted edition:
_z9783031787898
830 0 _aNew Language Learning and Teaching Environments,
_x2946-2940
_974703
856 4 0 _uhttps://doi.org/10.1007/978-3-031-78787-4
912 _aZDB-2-SLS
912 _aZDB-2-SXS
999 _c66505
_d66505