Comparing Interaction and Use of Space in Traditional and Innovative Classrooms
Bibliographic Data
| ID | 9861404 |
|---|---|
| Authors | Laura Gurzynski‐Weiss (0000-0003-2332-3198, Indiana University Bloomington), Laura Gurzynski-Weiss, Avizia Y Long (0000-0002-7234-8597, Indiana University Bloomington), Megan Solon (0000-0002-9347-8227, Indiana University Bloomington) |
| Year | 2015 |
| Volume | 98 |
| Issue | 1 |
| Pages | 61-78 |
| Publication date | 2015-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | Project MUSE (PUBLISHER • US) |
| DOI | 10.1353/hpn.2015.0028 |
| OpenAlex | W2001031921 |
| Language | EN |
| Citations received | 4 |
| References cited | 14 |
Despite myriad changes to language teaching methods over time, university-level classroom spaces have largely remained the same—until now. Recent innovations in classroom space design center on technological advances, include movable furniture and coffee-shop style rooms, and are believed to facilitate language learning in several ways. Specifically, compared to traditional classrooms, innovative spaces are designed in the hope of decreasing pre-task set up, increasing student-centered interaction, and facilitating collaborative work with multiple partners—features believed to be important for classroom learning. However, whether or not such features are present in these innovative spaces, or more so than in traditional classrooms, has yet to be tested empirically. This study set out to compare student interaction and the use of space in traditional and innovative classrooms, examining the presence of the aforementioned features. Data collected from university Spanish language and linguistic courses demonstrate that while some differences in use of space and interaction were observed when lessons in traditional and innovative classrooms were compared, notable differences were only present when the instructor was teaching all sections of a course in an innovative classroom and had adapted his/her lesson plans accordingly. Implications for language teaching, instructed language acquisition, and classroom space design are discussed
Art · Classroom design · Language acquisition · Mathematics education · Pedagogy · Set (abstract data type) · Space (punctuation) · Style (visual arts) · Teaching method · Visual arts · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Subtitles and Audiovisual Media
Handbook of second language acquisition
Second Language Acquisition in a Study Abroad Context
Approaches and Methods in Language Teaching
Approaches and Methods in Language Teaching
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
What Makes Us Think That Students Who Study Abroad Become Fluent?
The Effects of Learning Contexts on Morphosyntactic and Lexical Development
Context of Learning in the Acquisition of Spanish Second Language Phonology
Learning Context and Its Effects on Second Language Acquisition
The Role of the Linguistic Environment in Second Language Acquisition
Does Type of Instruction Make a Difference? Substantive Findings From a Meta‐analytic Review
Task‐based language teaching
Language Awareness in language learning and teaching
Measuring oral proficiency in distance, face-to-face, and blended classrooms
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |