New York Times: Learning a language on the web is trendy

July 29, 2010

“The Internet, with its unparalleled ability to connect people throughout the world, is changing the way that many people learn languages” writes Peter Wayner in Learning a Language From an Expert, on the Web, an article from the New York Times (July 28, 2010).

The article touches on 2 of the themes that emerged in my study Global Trends in Language Learning in the 21st Century:

  • Using technology in language learning (new trend)
  • Taking an individualized, learner-centered approach (new trend)
  • Saying that learning languages is easy (outdated myth)

The way we learn languages is changing at a rapid pace. A new school year is approaching. What techniques, methodologies and approaches are you going to use that are appropriate for the 21st century?

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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.

Gandhi empowered others in 11 different languages

July 15, 2010

I have long been a student of Mohandas K. Gandhi and his work. For him, learning languages was a way to better understand the world around him and ultimately, to change it for the better. Gandhi learned 11 different languages in order to extend his reach and empower others:

  1. Gujarati
  2. English
  3. Sanscrit
  4. Latin
  5. Hindi
  6. Urdu
  7. Tamil
  8. Telugu
  9. Arabic
  10. Persian
  11. French

Gandhi saw learning languages as a way of communicating better with others and understanding the world more profoundly. These weren’t just noble intentions. They became part of the foundation of his work.

Aren’t these, at least in part, some of the same reason we are drawn to teaching and learning other languages?

Related posts:

Check out my conference paper on this topic:

Eaton, S. E. (2010). Leading Through Language Learning and Teaching: The Case of Gandhi. Paper presented at the Interdisciplinary Language Research: Relevance and Application Series, Language Research Centre, University of Calgary. https://eric.ed.gov/?id=ED508664

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Update – November, 2017 – This blog has had over 1.7 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.

Let’s stop forcing students to “puke out their brains”

July 14, 2010

Individualized, customizable, learner-centred approaches are becoming the new norm. Traditionally, education has been about developing a curriculum and teaching to students in a prescriptive manner. That made education easy for teachers because they could essentially teach the same thing, year in and year out.

That was not only boring for students, it’s ineffective.

It is said that one month after final examinations, students have lost 90% of the “knowledge” they had on the day of their final. That’s not learning. It’s stuffing information into a brain for it to be regurgitated on a test. And once it’s been puked out onto a test paper, it’s gone forever, it seems. Not exactly ideal, is it?

The good news is: learning is becoming more individualized and focused on the students and their needs.

Teachers of tomorrow will need to shift their thinking, stop thinking about how to get students to learn the curriculum and instead, make the curriculum work for the students.

Scratch that.

We don’t have time to wait for a new generation of teachers to understand that learning is about the students, not the textbooks, not the curriculum and most definitely not about standardized testing. Teachers of today need to learn that.

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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.

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.

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.

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