<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The empirical research the paper is based on was carried out in forms of workshops organized for groups of international teacher trainees between 2009 and 2012. The aim of these workshops was to master a “learning by doing” experiential model by which language literacy can be effectively developed or improved. The topic is discussed in its complexity, highlighting some important issues of teacher training internationally, and also the still controversial situation of alternative education that tailors its curriculum to the pupils and students’ needs and facilitates such methods as the one the paper details on.</p></abstract>

The empirical research the paper is based on was carried out in forms of workshops organized for groups of international teacher trainees between 2009 and 2012. The aim of these workshops was to master a “learning by doing” experiential model by which language literacy can be effectively developed or improved. The topic is discussed in its complexity, highlighting some important issues of teacher training internationally, and also the still controversial situation of alternative education that tailors its curriculum to the pupils and students’ needs and facilitates such methods as the one the paper details on.

Developing Language Literacy in the Educational Scene

Institute of Behavioural Siences and Communication Theory, Corvinus University of Budapest, Hungary

Karoli Gaspar University of the Reformed Church in Hungary, Budapest, Hungary

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Developing Language Literacy in the Educational Scene"}

The empirical research the paper is based on was carried out in forms of workshops organized for groups of international teacher trainees between 2009 and...

Developing Language Literacy in the Educational Scene

Publicado en línea: 10 abr 2015

Páginas: 36 - 46

DOI: https://doi.org/10.1515/atd-2015-0017

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.