Contextualized Learning in World Language Classes

Students are more likely to be deeply engaged in learning a language when the work is connected to their interests.

The late ’80s and early ’90s saw a major shift in world language research all across the United States. Educators began to shift from grammar and rote learning to communicative language acquisition and proficiency. One of the most impactful aspects of communicative language from a pedagogical standpoint is that the focus shifts to the language needs of the learner. What would be something that a learner would want to be able to communicate in the target language? What would a typical first-year language learner want to be able to say?

What does contextualized learning look like?

For those of us who were ourselves taught in the grammar age, it can be difficult to let go of the more formal ways of teaching, but rest assured it is worth the effort. Teaching within a context gives the work purpose. Students ask the question, “Why are we doing this?” less and less.

When choosing unit themes and topics, we need to think from the perspective of our students. This improves engagement and enhances acquisition because they see value in the content. Taking that a step further, giving them a realistic setting or context for their learning not only keeps their interest, but also supports the path to acquisition.

For example, an activity that the students enjoy in our “School Life” unit is describing their teachers. I took candid photos of teachers, and then I had students both describe the staff member physically and tell me a little bit about the teacher’s personality.

Keep reading n the original site Edutopia

https://www.edutopia.org/article/contextualized-learning-world-language-classes

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