Praxial Interlanguage Experience: Developing Communicative Intentionality through Experiential and Contemplative Inquiry in International Education

Abstract

          The following paper reports on a research and development dissertation into the language learning experiences of Education students as they use English as a Medium of Instruction (EMI) at an International College in Thailand. The purpose of the research is to improve classroom practice by contextualizing language activities in accordance with students’ language learning experiences and reflexivity. Eight “glocal” students from the Faculty of Education, Burapha University, following a double degree program with an American university, explored their language learning experiences during three terms; Sumer Intensive English, Fall English for Academic Purposes, and Spring Contemplative Education. In addition, the “insider” teacher-practitioner inquiry was conducted from an HRD perspective by combining various qualitative methods, gathering data from Experiential and Contemplative classroom activities. The data was analyzed and categorized into three perspectives; first-person subjective, second-person intersubjective, and third-person objective. Learning a second language (L2) as a young adult can be fraught with anxiety and trepidation, nothing like the natural experiences of a child learning their native language (van Lier, 2014). Use open, axial, and theoretical coding, the data shows that students’ fears and anxieties hindered their language development. In addition, the results indicated that contemplative practice, compassionate support, and contingent perspectives helped students replace their anxiety with communicative intentionality to become active classroom learners and participants in the international campus community.