Toward an asset-rich language learning environment for learners of the XXIst century.
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Transcript of Toward an asset-rich language learning environment for learners of the XXIst century.
Toward an asset-rich language learning environment for learners
of the XXIst Century.
José Luis MoralesURUTESOL Biennial Conference,
Montevideo, April 2011.
Today we will discuss the following issues:
• Paradigm shift in education: how is English Language Teaching keeping up?
• What skills are demanded of learners in the XXIst century?
• How far are we endowing learners with ‘assets’ to develop XXIst century skills in formal learning environments?
• How do young learners view their learning situation? • A possible way forward.
Paradigm shift?
The Positivist The Positivist ParadigmParadigm
A way of thinking based only on scientific facts.
FROM
Objectivity
Top-down order
Cause-effect
linear dynamics
Focus primarily on accuracy.
Teacher centeredness
PPP
Objective testing
Chorus repetition
Appeals to rational thought
Example:Audiolingual Method
Moraes, M. C., de la Torre, S.( 2004), adapted by Morales, J.L. (2010)
The Complex or The Complex or Ecosystemic ParadigmEcosystemic Paradigm
A way of thinking that recognizes the complexity and interrelatedness of all
phenomena.
TO
intersubjectivity
Self-organization
disorder
indeterminacy
Non-linear dynamics
Focus on skill-building.
Bottom – Up
Portfolio Assessment
Process Writing
Learner/learning centeredness.Self-assessment TBL
Cross-curricularity
Lexical Approach
Appeals to ‘feelthinking’
The “Whole Language”Approach
Moraes, M. C., de la Torre, S.( 2004), adapted by Morales, J.L. (2010)
What skills are demanded of learners in the XXIst century?
From: Confronting the challenges of participatory culture: Media Education in the XXIst CenturyJenkins Henry, et al (2006)
• PLAY
• PERFORMANCE
• SIMULATION
• APPROPRIATION
• MULTITASKING
• DISTRIBUTED COGNITION
• COLLECTIVE INTELLIGENCE
• JUDGEMENT
• TRANSMEDIA NAVIGATION
• NETWORKING
• NEGOTIATION
• VISUALIZATION
Psycholinguistic SLA
• Exposure to interaction-rich TL contexts that provide feedback and opportunities to negotiate meaning.
• Opportunities to implement authentic tasks.
• Learner-centered interaction supports a high degree of engagement and may reduce anxiety.
Peterson, M (2010)
Sociocultural SLA
• Exposure to ZPDs where learners can engage in collaborative dialogue leading to co-construction in the TL.
• Motivation enhanced.
• Opportunities for experimental learning based on collaborative social relationships.
Peterson, M (2010)
How far are we endowing learners with ‘assets’ to develop XXIst century skills?
12 principles around which there is agreement in the ELT community
(H. Douglas Brown, 2001 pp 54-71)
• Automaticity.• Meaningfulness.• Anticipation of
reward.• Intrinsic motivation.• Strategic
investment.• Language ego
• Self Confidence• Risk taking• Language-culture
connection• Native language
effect• Interlanguage• Communicative
Competence
‘Assets’ are building blocks of healthy development in all aspects of human experience: physical, intellectual, psychological, social.
Source: Search Institute
Viewing the learning environment in terms of ‘assets’ :
Two categories of assets
INTERNAL
• Commitment to learning.
• Positive values.
• Social competencies.
• Positive identity.
EXTERNAL
• Support.
• Empowerment.
• Boundaries and expectations.
External Resources: Support
• 1 Positive Family Communication
• Young person and her or his parent(s) communicate positively and she or he is willing to seek advice and counsel from parent(s).
• Parents monitor their children’s online social networking.
Adapted for the EFL situation by JLM from the original set of 40 assets www.search-institute.org
External Resources: Support
• 2 Classroom Resources
• Young person has access to three or more of these: personal textbooks, audio recordings, CDROM, resource books, display boards for exhibiting his or her work, classroom library, art supplies.
Interactive board , shared or personal computers, broadband internet access.
Adapted for the EFL situation by JLM from the original set of 40 assets www.search-institute.org
External Resources: Support
• 3 School Resources• Young person has access to
a library or self-access center with two or more of these: reference materials (grammar books, dictionaries, audio/video recordings etc), practice materials (exercises with answer keys for self-correction), educational games, magazines, newspapers, fiction and
• non-fiction books in English.
Online access to digitalized versions of any or all of the above. Tasks that require use of ICT for language learning.
Adapted for the EFL situation by JLM from the original set of 40 assets www.search-institute.org
External Resources: Support
• 4 Parental Support of Language Learning
• Parent(s) value the young person’s language learning efforts and believe learning a foreign language to be important for their future.
They are aware of and suggest educational sites, games, available media and online language learning tools that their children may enjoy and benefit from.
Adapted for the EFL situation by JLM from the original set of 40 assets www.search-institute.org
How do young learners view their learning situation?
Assets young Paulistas claim they have:• Personal commitment to learning 87.0%• Family support 71.9 %• Positive vision of the future 71,7%• Motivation to learn 65,1%• Clear rules at school 44,3%• Clear rules at home 43,7%
Ida Kublikowski (2009), Núcleo de Estudos da familia e comunidade da PUC SP (unpublished)
Some of the assets and how many youth claim they have them:
• Parental involvement in school life 22.6%
• Caring attitude of school staff 21,4 %
• Positive adult role models 17.2 %
• Feels valued by the community 14.2 %
Ida Kublikowski, Núcleo de Estudos da familia e comunidade da PUC SP
3 %3 %
39 %39 %
53 %53 %
5 %5 %
Núcleo de Estudos da Família e Comunidade da PUC/SP
Many presenters at this conference have shared their views on ICT in SLA
WE HAVE A LONG WAY TO GO, AND VERY LITTLE TIME TO GET THERE.
Food for thought:• Games and other ICT based activity can enhance
SLA. Peterson, M. (2010)• Classroom management issues raised by ICT can
and should be addressed by educators and administrators.
• Digital mentorship opens up a new exciting avenue for professional development.
• Digital natives are also immigrants of alphabetic culture, reading and books. Schools must continue to play their traditional role (in ways that engage digital natives). Balaguer, R. (2010)
• Politicians and Publishers are ahead of us in this field. Shouldn’t we educators catch up with them?
Thank you for your participation.
José Luis Morales
• A powerpoint handout of this presentation can be downloaded from:
• www.scribd.com/joselomora
• References• Balaguer, Roberto, (Ed) 2010. Uruguay: Una computadora para cada niño. Plan Ceibal, Los ojos del mundo en el primer modelo OLPC a escala
nacional. Pearson, LA.• Douglas Brown, H. 2001. Teaching by Principles An Interactive Approach to Language Pedagogy, Pearson Longman, White Plains, NY. • Jenkins Henry, et al, 2006. Confronting the challenges of participatory culture: Media Education in the XXIst Century • Kubiloski, I. 2009. A survey using The Search Institute’s Assets List. Núcleo de Estudos da Família e Comunidade da PUC/SP. Unpublished. • Moraes, M. C., de la Torre, S. 2004. SENTIPENSAR: Fundamentos e estratégias para reencantar a educação. Editora Vozes, Petrópolis, Río de Janeiro.• Peterson, M. 2010. Computerized Games and simulations in CALL: A Meta-Analysis of Research. Simulation & Gaming 41(1)72-93, • http://sg.sagepub.com • Thorkildsen, Theresa A. et al, 2002. Motivation and the Struggle to Learn, Responding to Fractured Experience, Allyn and Bacon, Boston.• The Search Institute, www.search-institute.org
• Balaguer, Roberto, (Ed) 2010. Uruguay: Una computadora para cada niño. Plan Ceibal, Los ojos del mundo en el primer modelo OLPC a escala nacional. Pearson, LA.
• Douglas Brown, H. 2001. Teaching by Principles An Interactive Approach to Language Pedagogy, Pearson Longman, White Plains, NY.
• Jenkins Henry, et al, 2006. Confronting the challenges of participatory culture: Media Education in the XXIst Century
• Kubiloski, I. 2009. A survey using The Search Institute’s Assets List. Núcleo de Estudos da Família e Comunidade da PUC/SP. Unpublished.
• Moraes, M. C., de la Torre, S. 2004. SENTIPENSAR: Fundamentos e estratégias para reencantar a educação. Editora Vozes, Petrópolis, Río de Janeiro.
• Peterson, M. 2010. Computerized Games and simulations in CALL: A Meta-Analysis of Research. Simulation & Gaming 41(1)72-93,
• http://sg.sagepub.com
• Thorkildsen, Theresa A. et al, 2002. Motivation and the Struggle to Learn, Responding to Fractured Experience, Allyn and Bacon, Boston.
• The Search Institute, www.search-institute.org
References