It is undeniable that one’s omoi permeates his/her choices and directly influences how one acts personally and professionally. As an educator, I identify the dominant aspects of my omoi as a teacher as attempts to inspire students to keep on track, be determined and seek accomplishment of the goals they have previously set for themselves, and the willingness in joining them during their journey of learning and discovery. My omoi came into play during this action research as I systematically encouraged my student Ava* and stood by her as we faced the difficulties, doubts and indecisions that surfaced during our encounters. At the same time my jikkan instinctively coordinated my reactions and decision-making.
* fictitious name
II. Student Description …show more content…
Considering Ava’s context I think of Gibson’s (1983) model of “accommodation without assimilation” and find it to be a better match. According to this perspective, accommodation may happen without assimilation, permitting newcomers to a different culture to integrate aspects of the new culture without necessarily abandoning or substituting their original one. As Gibson would have us think, this process is a commonplace among groups of minorities in determined …show more content…
For the purpose of this action research my focus with Ava was on language and behavior. Along these lines, the Social Learning Theory presented by Bandura (1989) is the cognitive theory on learning that underlies the premises of this action research. Bandura postulates that humans learn and absorb behavioral patterns by observing social models and that “in learning by modeling, they (people) derive the conceptions (of behavior) from observing the structure of the behavior being modeled”. (p. 46)
VI. Action Research Question
Considering Ava’s context, needs and objectives, the guiding question of this action research was: what kind of assistance will help a learner establish a sense of belonging in a new culture and its language?
My intention was to verify whether scaffolding (instruction), modeling (observation), examination of observation (reflection), and practice (actual interaction in real social contexts using the L2), and reinforcement (intrinsic motivation – feeling of successful accomplishment of goal) suffice a foreigner when it comes to new language learning and cultural adjustment
VII. Phase
* fictitious name
II. Student Description …show more content…
Considering Ava’s context I think of Gibson’s (1983) model of “accommodation without assimilation” and find it to be a better match. According to this perspective, accommodation may happen without assimilation, permitting newcomers to a different culture to integrate aspects of the new culture without necessarily abandoning or substituting their original one. As Gibson would have us think, this process is a commonplace among groups of minorities in determined …show more content…
For the purpose of this action research my focus with Ava was on language and behavior. Along these lines, the Social Learning Theory presented by Bandura (1989) is the cognitive theory on learning that underlies the premises of this action research. Bandura postulates that humans learn and absorb behavioral patterns by observing social models and that “in learning by modeling, they (people) derive the conceptions (of behavior) from observing the structure of the behavior being modeled”. (p. 46)
VI. Action Research Question
Considering Ava’s context, needs and objectives, the guiding question of this action research was: what kind of assistance will help a learner establish a sense of belonging in a new culture and its language?
My intention was to verify whether scaffolding (instruction), modeling (observation), examination of observation (reflection), and practice (actual interaction in real social contexts using the L2), and reinforcement (intrinsic motivation – feeling of successful accomplishment of goal) suffice a foreigner when it comes to new language learning and cultural adjustment
VII. Phase