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FLIPPING THE LANGUAGE CLASSROOM Una Cunningham, the University of Canterbury _______________________________________________________________________ ABSTRACT The flipped classroom and flipped pedagogy have been visible in much writing about teaching (Boyer, 2013; Eaton, 2017; Fisher, Ross, LaFerriere & Maritz, 2017; Hao, 2016; LaFee, 2013; O’Flaherty & Phillips, 2015). For language teachers, there is nothing new about getting students to do some reading or view a video before class, but flipped learning has more to offer than that. It is a way to save classroom time for interactive activities that students cannot do on their own, and to individualise teaching to better support students in need of more instruction while extending students capable of more advanced language work. This article looks at how and why language teachers might adopt flipped pedagogy to work towards the Achievement Objectives of Learning Languages in the New Zealand Curriculum while embracing the principles of la...