Ashlie Henery
Biographic Data
| ID | 1692512 |
|---|---|
| NAME | Ashlie Henery |
| GIVEN NAMES | Ashlie |
| FAMILY NAME | Henery |
| SIGNATURE | HENERY A |
| AFFILIATIONS | University of Pennsylvania |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
Helping Learners to Orient to the Inverted or Flipped Language Classroom
Inverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can b…
On the development of metapragmatic awareness abroad
This paper examines the resulting qualitative transformation of two students' metapragmatic awareness following a semester abroad in southern France – one of whom had access to a concept-based pragmatics instruction programme (expert-mediation), while the other followed a standard semester programme. The larger study from which these cases are drawn was designed to address the many calls for pedagogical interventions to help students to engage in…
Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect to the French second-person pronoun system (i.e., tu versus vous) as revealed through language awareness q…
Helping Learners to Orient to the Inverted or Flipped Language Classroom
Inverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can b…
Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect to the French second-person pronoun system (i.e., tu versus vous) as revealed through language awareness q…
Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect to the French second-person pronoun system (i.e., tu versus vous) as revealed through language awareness q…
On the development of metapragmatic awareness abroad
This paper examines the resulting qualitative transformation of two students' metapragmatic awareness following a semester abroad in southern France – one of whom had access to a concept-based pragmatics instruction programme (expert-mediation), while the other followed a standard semester programme. The larger study from which these cases are drawn was designed to address the many calls for pedagogical interventions to help students to engage in…
Helping Learners to Orient to the Inverted or Flipped Language Classroom
Inverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can b…
EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Psychology (3 works) · Discourse Analysis in Language Studies (2 works) · Language acquisition (2 works) · Mathematics education (2 works) · Mediation (2 works) · Pedagogy (2 works) · Pragmatics (2 works) · Second Language Learning and Teaching (2 works)