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


• 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.



• 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.



• 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.


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

Documents

Toward an asset-rich language learning environment for learners of the XXIst century