Qualitative Perspectives on Context, Instruction and Learning

Course Number: 82-888

This course asks two central questions: 1) How do we capture language learning outcomes that aren't measurable quantitatively? and 2) How do we understand the relationship between context, instruction and second language learning?

To answer these questions, we will examine research and its practical applications from a variety of qualitative traditions (e.g., ethnography, discourse analysis, qualitative interviews, diary studies) that has been carried out in a wide range of contexts, including study abroad, technology-enhanced environments and informal learning 'in the wild.' 

Through readings, discussions, homework assignments and original empirical research, students will:

• Learn to think critically about the relationship between context, instruction and second language learning from a qualitative perspective;
• Become familiar with current qualitative research foci in instructed second language acquisition;
• Gain knowledge of and skills in qualitative research methods in the context of instructed second language acquisition;
• Be able to carry out their own small-scale qualitative research study on the context-instruction-learning relationship;
• Develop academic communication skills for presenting and writing up qualitative research findings

Degree: Graduate
Concentration: Ph.D. in ALSLA
Semester(s): Fall, Spring