Narrative Inquiry Into The Exploration Of Authentic Learning Culture In RICH

This study aims to investigate authentic learning culture and its impact on learners in RICH education through a case study by adopting narrative inquiry and ethnography as methodology. Authentic learning culture is one of the keynotes in the curriculum innovation called RICH1, in the Foreign Languages College, Zhejiang Normal University (ZJNU for short). Specifically, this study attempts to explore the following three questions:1) What is an authentio learning culture? 2) How can authentic learning culture be nurtured in a language class? 3) What are the impacts on the students'language learning?This study, which lasts for a whole academic year from October 2009 to June 2010, is conducted in the course of Basic English for the freshmen Class 095, who entered ZJNU in September,2009. The course is taught by Mrs. Ying, a teacher with 30 years of teaching experience for the English majors, and a core member of RICH education in the college. Altogether there are 27 students in Class 095, but only six of them will be mentioned in the illuminating stories. The data used in this study are qualitative in nature, derived from classroom observation, interviews, journals, emails, photos, tape recording and transcription.Based upon the authentic learning culture in RICH education, the related authenticity and RICH theory has been deeply explored. In this thesis, authentic learning culture in RICH education is shown in the form of being flexible, being authentic, being relevant and mentoring (FARMing2). Stories are relived and retold in the interpretation process. The process of building authentic learning culture is explored and it starts learning from the learner's personal authentic lived world.The main findings show that under the authentic learning culture, learners are highly motivated by the authenticity and relevance of the classroom learning atmosphere. They have become more autonomous and active participants because their learning is in essence based on their interest and needs. There are some implications of this study for teachers of English. It firstly suggests that teachers should be autonomous, as learner autonomy relies heavily on teacher autonomy and authenticity. Teachers should always bear in mind how to promote learner autonomy by negotiating with learners about their interest, etc. Secondly, teachers should be masters of the curriculum. If teachers are given a free hand in deciding which to learn and how to learn, they can free themselves from control by others and the policies as well. And only thus can we expect to have "lived" curriculum. Thirdly, teachers should sustain professional development, not only for the development of themselves, but also for the better education in the future. Their development enables them to acquire more knowledge and teaching skills, dealing with the negative affairs appeared in the teaching contexts more confidently.