Global Trends in Language Learning in the 21st Century

July 13, 2010

If you liked the post I did a while back called Trends in Language Learning: What’s hot, what’s not , you’ll like this even better. At the urging of a few trusted colleagues and readers, I conducted more in-depth research into current and emerging trends in language education. The result is this full-fledged report, with three-pages of references.

Here’s an overview:

Global Trends in Language Learning the Twenty-First Century
Author: Eaton, Sarah Elaine
Date: June 2010
ISBN: 978-0-9733594-6-6
Publication Type: monograph
Total number of pages: 21

Abstract

Today’s language classroom is vastly different from that of the mid- to late 20th century. The study is a meta-analysis of recent research which provided the means to identify current and emerging trends in the field. Informed by this research, some identified trends that are shaping the 21st century language classroom are:

What’s out:
1. Vague, hollow promises that can’t be proven.
2. Saying that learning languages is easy.
3. Authoritative teacher attitudes.
4. Complaining about cutbacks and lack of funding.
5. Language labs.

What’s in:
1. Clear, provable demonstrations of learning.
2. Frameworks, benchmarks and other asset-based approaches to assessment.
3. Individualized, customizable, learner-centred approaches.
4. Proving the value of language learning through stories and speech.
5. Using technology for language learning.
6. Linking language learning to leadership skills.
7. Showing funders the impact their investment has on students and communities.

In short, the focus in language education in the twenty-first century is no longer on grammar, memorization and learning from rote, but rather using language and cultural knowledge as a means to communicate and connect to others around the globe. Geographical and physical boundaries are being transcended by technology as students learn to reach out to the world around them, using their language and cultural skills to facilitate the connections they are eager to make.

The full report is available free of charge. It has been archived by:

Education Resources Information Center (ERIC) (Accession number ED510276)

European Association of Education for Adults (EAEA)

Library and Archives Canada’s Electronic Collection

I will also be hosting a free webinar on this new research on July 27 at 10:00 Mountain time. For more information on the webinar click here.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

6 Comments | education, ESL, languages, leadership, research, second languages, Uncategorized | Tagged: , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Latest research shows that language you speak affects your thoughts

July 12, 2010

HealthNewsDigest.com released a story today about a study published in Psychological Science that found that the “language a person speaks may influence their thoughts”. The study, conducted by researchers Shai Danziger of Ben-Gurion University and Robert Ward of Bangor University, tested Israeli Arabs who speak both Arabic and Hebrew fluently. HealthDigest.com reports that, “The study found that Israeli Arabs’ positive associations with their own people are weaker when they are tested in Hebrew than when they are tested in Arabic.”

Read the whole story here.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on Latest research shows that language you speak affects your thoughts | languages, research, second languages, Uncategorized | Tagged: , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Tips for finding ESL educational agents

July 10, 2010

An ESL agent, also known as an educational agent, or an international education agent, is someone who brokers a relationship between prospective students and an institution, be it a university, college or privately run school.

Good agents will act as a trusted advisor for both parties, working with prospective students to find them an excellent school abroad, helping them with any necessary paper work and  coaching them on what to expect.

Good agents work with excellent, accredited schools, ensuring that the experience they are providing is the best it can be for the students.

Bad agents don’t give a rat’s behind. They take money from students, making promises that will never come true. Ever heard of an agent who promised students they’d be driven to school every day in a limousine driven by a chauffeur? I have. And I can tell you that in Canada, I’ve never seen an international student arrive at school in a limo. Ever.
Bad agents don’t care that they’re telling lies or cheating students. And really, there’s nothing you can do to make them care.

What you can do, is spend your time finding a good agent.

But how? There are a number of ways.

Though you may find agents on line, it is more likely that you’ll find organizations that work with accredited agents. You may want to check out:

My suggestion would be to target which areas of the world you’d like more students from, then approach the professional organizations in those countries that work with reputable agents.

There are probably more organizations out there than I have listed here. And of course, I have to say that I’m providing these links as information only, not endorsements. 😉 There are no guarantees that working with an accredited organization will find you a stellar agent, but it does increase your chances. The bottom line is that finding excellent agents to work with takes time. Do your homework.

Related posts:

How to find a good ESL agent: Tips from the trenches

Tips for success at educational trade fairs

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

5 Comments | agents, ESL agents, languages, marketing, recruitment, second languages, Uncategorized | Tagged: , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

The many faces of non-formal learning

July 9, 2010

In Formal, non-formal and informal learning: The case of literacy and language learning in Canada (2010), I examine the notions of formal, non-formal and informal learning. Non-formal learning may be defined as:

Learning which “may or may not be intentional or arranged by an institution, but is usually organized in some way, even if it is loosely organized. There are no formal credits granted in non-formal learning situations.”

Non-formal learning can go by many names including:

  • nonformal or non formal learning
  • continuing education, programs or courses
  • community-based education, programs, or courses
  • adult education (non-degree)
  • continuing professional development
  • non-credit education, programs or courses
  • post-degree continuous learning
  • post-degree course work
  • professional development courses, seminars, conferences or webinars

Regardless of the name it goes by, non-formal learning may happen in a variety of contexts, such as:

  • educational institutions offering non-credit programs
  • voluntary and non-profit organizations
  • private learning academies
  • small and large businesses
  • community organizations
  • recreation centres
  • professional associations

Non-formal learning is likely led by someone with experience and expertise. The person in the teacher or tutoring role may or may not have formal training as an educator, but he or she probably has a deep interest in – and passion for – the subject matter.

Though some consider non-formal learning to be less credible than formal learning that is sanctioned or accredited by governments, the fact is that non-formal learning accounts for a huge percentage of the learning that occurs over one’s life span.

Check out these related posts:

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

How to teach vocabulary with color file cards

July 7, 2010

Color file cards are a great way to teach vocabulary. I’ve used this system as both a student and a teacher with excellent success. As a teacher, I used it when I taught Spanish and as a learner when I was studying German and French as an adult. There are lots of different ways to use them. Here’s how I do it:

Choose a different colour card for each part of speech. I like to use green for verbs, since green means “go” in the traffic lights, that colour is already associated with an action. I teach Spanish where there are both masculine and feminine nouns. I use the tradition of colours to create a visual cue. I put feminine words on a pink card and masculine words on a blue card. Some may call that sexist, but you can use any colours you like, really. I use yellow for adjectives, green for adverbs and purple for prepositions and anything that doesn’t fit onto one of the other cards. Students tell me that when they are in a pressure situation and can’t remember if a word is masculine or feminine, they try to recall what what colour card the word was on. The cards create a mental visual cue that students can use during tests and other situations.

Write out the cards. I like to fill up the cards by theme, putting 5 – 10 words on each card. For the green cards, I write the infinitive form of the verb on the back of the card, where there are no lines. On the lined side, I write out the verb conjugation. Some of my students say they prefer to put one word on each card, as it makes it easier for them to remember. The act of writing having the learner write out his or her own cards is an important part of the learning process.

Be monolingual or bilingual. You can either write just the target language on the cards, or you can write the target language and the learner’s native language on the cards. If you choose the bilingual option, you can use one side of the card for one language and the reverse for the other language.

Use the cards as a study aid. Cards can be stored in a file card box or carried around in a plastic zip bag. They are more portable than a big, heavy textbook.

At the beginning of a new term, I bring a few cards to class as an example of how I make my own cards. I explain how students can make their own cards and use them as a study tool. I emphasize that learners creating their own cards makes them a more powerful study tool than store-bought cards. Let students make the cards “their own” by allowing them the flexibility of having as many words on the cards as they choose, adding pictures or stickers or whatever it is that will help them learn.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

6 Comments | second languages | Tagged: , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

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