Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Flipped classroom


Published on

Flipped Classroom

Published in: Education
  • Be the first to comment

  • Be the first to like this

Flipped classroom

  1. 1. Pedagogical Rationale for Flipped Instruction in Second Language Acquisition —Socioculture Theory
  2. 2. Get bored? Can't understnd? Convince parents you are sick Confession
  3. 3. What is flipped instruction1 3 4 How the flipped instruction facilitate second language acquisition —from sociocultural perspective Questions and activities 2 Conclusion Pedagogical Rationale for Flipped Instruction in Second Language Acquisition
  4. 4. Using online platforms to preview before class A personalized curriculum: more interactions and activities Students can be better prepared in class What is flipped instruction?
  5. 5. Video- Flipped Classroom Click the link to watch the video
  6. 6. Sociocultural theory 1. interpret received inputs 2. apply them through interactions 3. further develop the new learned skill Flipped instruction 1. content learned before class 2. in-class social interactions 3. practical application of new content in authentic situations Flipped instruction from sociocultural perspective
  7. 7. teachers and other students assist learners working through their ZPD teachers monitor students’ applications of the language class time used for practicing the newly-learned language content ZPD and flipped instruction Scaffolding
  8. 8. In group activity, more proficient learners can mediate less proficient learners through language Online discussion forums to mediate students' communication learning environments characterized by using realistic and authentic context to mediate students ZPD and flipped instruction Mediation Language Environment Tools
  9. 9. Reference List Forsythe, E. (2016). Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition. In Loucky, J. P. & Ware, J. L. (2016). Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom. US: IGI Global Frawley, W., & Lantolf, J. P. (1985). Second language discourse: A Vygotskyan perspective. Applied Linguistics , 6(1), 19–44. doi:10.1093/applin/6.1.19 Gass, S. M., Behney, J., & Plonsky, L. (2013). Second language acquisition: An introductory course (4th ed.). London: Lawrence Erlbaum. Lightbown, P., & Spada, N. (2013). How languages are learned. Oxford: Oxford University Press, 2013 Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press Turuk, M. (2008). The relevance and implications of Vygotsky's sociocultural theory in the second language classroom. Annual Review of Education, Communication & Language Sciences, 5, 244–262. van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Boston, MA: Kluwer. doi:10.1007/1-4020-7912-5 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.