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Museums as sites of transformative foreign language learning beyond the classroom

Record Type:	Electronic resources : Monograph/item
Title/Author:	Museums as sites of transformative foreign language learning beyond the classroom/ by Fabiana Fazzi.
Author:	Fazzi, Fabiana.
Published:	Cham :Springer Nature Switzerland : : 2024.,
Description:	xvii, 286 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Chapter 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.
Contained By:	Springer Nature eBook
Subject:	Museums - Educational aspects. -
Online resource:	https://doi.org/10.1007/978-3-031-78787-4
ISBN:	9783031787874

Museums as sites of transformative foreign language learning beyond the classroom
Fazzi, Fabiana.

Museums as sites of transformative foreign language learning beyond the classroom[electronic resource] /by Fabiana Fazzi. - Cham :Springer Nature Switzerland :2024. - xvii, 286 p. :ill. (some col.), digital ;24 cm. - New language learning and teaching environments,2946-2940. - New language learning and teaching environments..

Chapter 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.

This 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.

ISBN: 9783031787874

Standard No.: 10.1007/978-3-031-78787-4doiSubjects--Topical Terms:

551132
Museums
--Educational aspects.

LC Class. No.: AM7

Dewey Class. No.: 069.07

Museums as sites of transformative foreign language learning beyond the classroom
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300 $a xvii, 286 p. : $b ill. (some col.), digital ; $c 24 cm.
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505 0 $a Chapter 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 $a This 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.
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