ABSTRACT

The collaborative action research project presented analysed the potential of museum education to radically transform the way in which English was taught and learnt in three diverse elementary, middle, and high-school contexts in the province of València (Spain). Insights from museum education and New Literacy Studies were used to expand upon the pedagogical affordances of the material and multimodal dimensions of English language teaching, in order to generate more opportunities for student motivation and engagement by connecting with the learners' home and community cultures, identities, languages, and literacies. To assess the impact of the project, a variety of qualitative strategies were used (including classroom recordings, student interviews and questionnaires, and photographs). A model for culturally sustaining pedagogy was suggested, which school and museum educators may use to inform their practice.

摘要

所展示的合作行动研究项目分析了博物馆教育在从根本上改变在瓦伦西亚省（西班牙）三个不同的小学、初中和高中环境中教授和学习英语的方式的潜力。博物馆教育和新识字研究的见解被用来扩展英语教学的材料和多模态维度的教学可供性，以便通过与学习者的家庭和社区文化、身份联系起来，为学生的积极性和参与创造更多机会、语言和读写能力。为了评估项目的影响，使用了各种定性策略（包括课堂录音、学生访谈和问卷调查以及照片）。提出了一种文化维持教育学的模式，