By Professor Phil Benson, P. Benson, H. Reinders
This finished exploration of theoretical and functional elements of out-of-class educating and studying from quite a few views and in a number of settings all over the world encompasses a theoretical review of the sphere, eleven data-based case reports and useful suggestion on fabrics improvement for self reliant studying.
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Interviewer: Fatima, how about in your family? Fatima: No no, actually I thought that they might not like it, but I was shocked – my sister has an Irish friend, and she used to chat with him and she learnt a lot from him actually, she improved her English. And she was telling my father he was coming to Dubai but he doesn’t know the place, and he said ‘OK, I’ll take him round’. Aisha: yaaaaah! (laughs) Fatima: My father thinks that if there is a point from chatting with a guy […], if we are not wasting our time by chatting with a guy so why not?
Salen (2008: 10), indeed, emphasizes that while it is important to understand how the qualities of 38 Kuure games themselves support learning, it is equally critical to address how players take on active roles in determining how, when, and why they learn. ) 4. Places and spaces for learning ‘Place’ is understood here as a social construct, a site of multiple identities and histories, made unique and defined by its interactions, providing the conditions for creative social practice (Cresswell 2004: 74; Massey 1997).
The five female learners central to this study were aged 18–25, and were from the Emirati (local Gulf Arab) community, which forms approximately 15 per cent of the country’s population. They were all based at the Dubai campus of the Englishmedium Zayed University (ZU). The social structure of the Emirati community is relatively conservative. Families are generally patriarchal, social contacts outside the nuclear family are gender-segregated, and women’s roles are circumscribed compared with societies in the West.
Beyond the Language Classroom by Professor Phil Benson, P. Benson, H. Reinders
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