Environmental Awareness through Socially Situated Writing
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The aim of this dissertation work was to entice a relevant discussion about writing as a socially situated practice in foreign language learners, in our own specific matter English. It also describes the inclusion of environmental education in the vision of language teaching and how language has been learned. The paper embraced our inquiry as teachers part of TEFL community to reinforce language education with a successful response by foreign language learners described throughout the progress of this groundwork. It began with the recognition of a problem that was our incentive to break off: students written reflections about their environment. Secondly, it provided a description of the constructs that set up our research paper such as Socially Situated Learning and then how through a wide instructional organization, participants demonstrated themselves as active agents of their own foreign language learning. Finally, the study reported how through students’ written reflections upon their context showed off an improvement in their learning process fostering the use of Socially Situated Writing as a relevant approach, which performed as the booster or the bridge for students to recognize their reality and write about it.