ABSTRACT

An approach to solving complicated and multileveled issues, design thinking offers strategies for secondary and higher education curricula innovation. Recent scholarship on the teaching and learning of world languages and cultures (WLC) has focused on some of the design thinking aspects: innovation, interpersonal connection, and creativity. Although educating future instructors in design thinking is gaining momentum, existing WLC educators, particularly those in higher education, lack opportunities to learn them. Given the lack of literature at the nexus of design thinking and WLC pedagogy, we conducted a pilot exploratory study to establish a preliminary understanding of instructor motivations, possibilities at the intersection and to develop a framework for empirical research. The study suggests a hands-on tell and show-based workshop has the potential to raise curiosity, and to develop basic design thinking skills and a positive attitude, motivating the instructors to begin to experiment at the nexus. It highlights the need to demonstrate the adaptability of design thinking to WLC but suggests that instructors can identify relevant opportunities. Follow up empirical research is suggested.

摘要

作为解决复杂和多层次问题的方法，设计思维为中等和高等教育课程创新提供了策略。最近关于世界语言和文化（WLC）教学和学习的奖学金集中在一些设计思维方面：创新、人际关系和创造力。尽管在设计思维方面教育未来的教师正在获得动力，但现有的 WLC 教育者，尤其是高等教育中的教育者，缺乏学习它们的机会。鉴于缺乏有关设计思维和 WLC 教学法关系的文献，我们进行了一项试点探索性研究，以初步了解教师的动机、交叉点的可能性，并制定实证研究框架。该研究表明，以动手实践和展示为基础的研讨会有可能提高好奇心，培养基本的设计思维技能和积极的态度，激励教师开始在这种联系中进行实验。它强调需要展示设计思维对 WLC 的适应性，但建议教师可以确定相关机会。建议进行后续实证研究。