Peer teaching and peer learning revisited
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Mary Spratt [1] ; Benji Leug [2]
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[1] Hong Kong Polytechnic University
Hong Kong Polytechnic University
RAE de Hong Kong (China)
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[2] Chinese University of Hong Kong
Chinese University of Hong Kong
RAE de Hong Kong (China)
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 54, Nº 3, 2000, págs. 218-226
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
In 1991, Wendy Assinder described a classroom experiment she had carried out in which her students prepared their own classroom materials and then taught them to each other. She subsequently reported on the positive effects of this approach on their language learning, and on their attitudes towards learning. Inspired by her findings, and those of others, two university language teachers conducted a similar classroom experiment, in which students actively participated in developing and delivering learning materials for an ESP course in legal English. This article describes how the course was conducted, and the results of the course evaluation, to which the students and teachers both contributed. It then discusses the results, which were much less positive than Assinder's, Attempting to see why this might have been the case, and making recommendations for future uses of the approach.
