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Framing English: Students' views of learning English in and out of school

Conference paper
Authors Leona Bunting
Berner Lindström
Published in ICSEI conference papers 2014
Publication year 2014
Published at Department of Applied Information Technology (GU)
Department of Education, Communication and Learning
Language en
Subject categories Educational Sciences


Swedish students often use and learn English as a second language in out-of-school contexts, for example by watching TV and video clips and playing computer games online. It is therefore of interest to examine students’ views on the relations between learning in and out of school. This study aims at describing students’ accounts of learning English in out-of-school contexts and how this learning relates to learning English in school. Data consists of interviews with 47 eleven-year-olds from a comprehensive school which was analyzed in two steps; first what learning environments the students view as important for learning English and then how students frame the use of out-of-school learning resources in school settings. Goffman’s concept of framing was used as an analytic tool. Results on what environments students regard as important for learning English are presented in terms of two dimensions of reasoning; Accepted and Non-Accepted Language Learning Environments and Language as Intention or Side-Effect. The students are aware of what is accepted within the different frames and act accordingly. Furthermore, if students learn from content in a certain medium outside school, using that medium with another content and intention in school will not make the students learn as in out-of-school contexts.

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