The theory of Situated Learning refers
to creating an environment in which the learner is situated among meaningful
learning opportunities. This means the learner is situated, or participating in
activities which provide real world experience relevant to the subject matter.
Lessons are created to address the needs of the individual learner and the
learner takes an active role in determining the lesson content. An ERIC Digest
article titled, “Situated Learning in Adult Education,” states, [i]n the adult
classroom, to situate learning means to create the conditions in which
participants will experience the complexity and ambiguity of learning in the
real world” (p 2).
The same article mentions key principles of
Situated Learning. The first is that learning takes place in common, routine
situations. Learning will be the result of social interactions. Learning
acquired in this manner is transferable to related situations. Situational
Learning includes problem solving opportunities and interaction among
participants. Learning in this way comes from content in context. This is
different from other methods which traditionally focus on one isolated element
at a time. The content would come directly from the real world experience or
situation.
Jean Lave identifies two parts of the
learning process as “way in” and “practice” (“Situated Learning” p 3). The
first part provides a period of observation for the student. This permits the
absorption of information before the student practices, or polishes the new
skill. Another key component is a community of practice where “learners
interpret, reflect, and form meaning” ( “Situated Learning” p 3).
Situated Learning reflects many commonly
accepted practices in second language acquisition. In recent years, the trend
has changed from teaching a specific grammar or vocabulary element to focusing
on the function of communication over the form. Many teaching methods are based
on the premise that learning a second language occurs after a period of
observation and is most effective when the content of the lesson is highly
relevant or practical for the learner. This type of teaching requires a
learning environment rich in authentic materials.
Situated Learning also reflects the trend
toward collaboration we have identified in previous lessons. For example, consider
a language class consisting of adults who want to learn a language for business
purposes. The teacher could facilitate a situation which includes authentic
materials, such as related business journals or the style of business
correspondence. Students could Skype with native speakers. Collaboration on a project
could be done through diigo or Trello. The content of the project would be
determined by the participants. They would create a product which is meaningful
and specific for their needs.
At times, the lack of authentic resources has
been considered a drawback in moving away from more traditional language
teaching. The Internet fills this void by offering resources that were
previously unavailable. It may not be possible to physically situate students
in a foreign country. Situated Learning makes it possible to create
activities and provide materials that are relevant and that increase the
students’ level of success in acquiring a second language.
References
I like your example of adults learning a new language. This could actually be beneficial for any age. Young students would find it much more interesting if they could actually speak to a person that speaks the language they are learning. Using skype for this would be perfect. They would then be participating in an activity that provides real world expericences, or situated learning!
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