This case study of the establishment of a flipped language learning environment chronicles the construction of a dynamic second-language context where in both students and instructors identify as co-learners. The setting is a foundation year English language program at a new English-medium university in Istanbul. To align to a flipped classroom pedagogy adopted throughout the university, the preparatory foundation year program was designed and implemented with a flipped learning approach. Uniquely for Turkey, the students are Turkish (L2) speakers and instructors are L1 foreign native speakers. This inquiry reveals a shift in practice of instructors within this flipped language learning environment. This shift is not focused solely on technological or teaching techniques used, but on collegial relationships fostered, the shifting balance of power between teacher and student, and the ways in which knowledge is created, not consumed. Students are placed at the center of the learning process, actively participating in thinking and discussing while making meaning for themselves. The instructor’s role is to facilitate student’s interactions with each other and with the material: there is construction of meaning in addition to language skills development. Collective, supportive, reciprocal and collaborative adaptations by both instructors and students are noted within this technologically enhanced learning environment. The use of adjunct e-tools, online resources, and apps is explored as a springboard for expanding instructor teaching strategies, and, the use of dialogue as a shared renewable resource. Both successes and areas for further development are elaborated. This paper will be of interest to administrators and instructors interested in furthering their understanding of flipped classroom approach for English language learning, as well as to teacher trainers in suggesting implications for in-service training.
Keywords: flipped classroom, English language preparatory program, collaborative construction of meaning.
|Journal Section||Research Article|
: June 30, 2016
|APA||Mckeown, J . (2016). From “sage on the stage to guide on the side”: a case study of a transition to flipped English language learning in a higher education setting in Turkey . ELT Research Journal , 5 (2) , 0-0 . Retrieved from https://dergipark.org.tr/en/pub/eltrj/issue/24405/258714|