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Author(s) + contact information
Anna Louise Glenton
Mixed nationality   relationships in the adult ESOL classroom - http://etheses.whiterose.ac.uk/9872/1/424525.pdf
This thesis, by examining the action that was taking   place "below the surface', attempted to investigate what was happening in an   adult, mixed - nationality English class, and particularly how the relationships and interaction between learners contributed to their learning experience. Set against   a context of class dynamics, social relationships and affective factors In   language learning, the thesis addresses whether having a mixture of different nationalities   In the class led the learners to form relationships which furthered their social,   emotional and learning experiences, and to find out what effect the mix of nationalities   and cultures had on communication between learners. It also examines how   Important the relationships between learners were to the learning process, and   whether Individuals learnt from each other In a way that Included personal culture   as well as subject development. The research strategy employed was ethnomethodogical   and ethnographic, Involving a case study of one class of 55 adult   learners, over one academic term, carried out by the class teacher, acting as   participant observer. Specifically, the thesis took account of the learners' views of mixed- nationality learning, through a series of Interviews, and It recorded and analysed   the relationship patterns formed in a mixed nationality class. Data was collected   from the learners, the class teacher, an Independent observer, and a teacher who   taught the group after the main study had been completed. The classroom culture and activity was thus examined from different perspectives. A qualitative approach to the analysis of the data was adopted, although some quantitative devices   and measures were used when appropriate. The thesis contributes to and   extends current knowledge on the development of mixed-nationality classroom culture, the benefits and disadvantages of such culture for the use of   co-operative and communicative language learning, and the impact of the  relationships formed within such a culture on the Individuals' learning experiences.
Key words
adult learners, ESOL, language classroom, learner relationships, mixed-nationality groups
Other interesting information
Interest for the project
Contributor´s name + email
Stéphanie Barillé - stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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