Beyond the four pillars of F-L-I-P: exploring theoretical underpinnings of Flipped Learning in the context of English for academic purposes

Paula Villegas*

*Corresponding author for this work

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Abstract

This article explores a social-constructivist conceptualisation of Flipped Learning (FL) and advocates using the four pillars of FL (FLN, 2014; see Appendix I) as a roadmap to successfully embrace FL in English for Academic Purposes (EAP) courses. Thus, an understanding of FL grounded in social constructivism is shown while exploring how the four pillars of FL (FLN, 2014; Appendix I) are strongly underpinned by social constructivism. Strong parallelisms are drawn between the four pillars of FL (FLN, 2014; see Appendix I) and the four controlling principles of EAP (Flowerdew and Peacock, 2001, p.183) while acknowledging the potential challenges of constructivist approaches to teaching and learning. This article concludes by acknowledging the beneficial use of the four pillars of FL (FLN, 2014; Appendix I) when embracing FL in EAP contexts and calls for further research on the necessary elements to successfully implement FL in EAP courses.
Original languageEnglish
Pages (from-to)7-30
Number of pages24
JournalThe Language Scholar
Issue number10
Publication statusPublished - 3 May 2022

Keywords

  • English for academic Ppurposes
  • Flipped Learning
  • Pedandragogy
  • Constructivism
  • Four pillars of FLIP
  • Technology enhanced learning

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