In Newmann's article "Five Standards of Authentic Instruction", he and his colleagues identify characteristics considered to improve learning because students engage in thinking more developed than simple memorization. With regards to teaching English As A Second Language (ESL), I have unknowingly implemented these standards into my classroom without the known support of educational research but simply have been trying to create a beneficial place of learning. I'd like to look at these criteria closer and reflect upon my own practices to reveal for myself successes and potential for improvement.
Karen's reflections continued...
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From the examples you have included above, I think that there can be little doubt that you are incorporating authentic language acquisition in your classroom. Although limited language must have a significant impact on the depth of discussion and communication which can happen within the class, real-world activities like filling our a rental agreement are significant.
ReplyDeleteI also wonder if Reeves, T.C., Herrington, J., & Oliver, R.'s 10 Design Elements for authentic learning might be an easier guide for implementing authentic learning activities within the classroom. Students could work together to solve a 'real-world' problem using their collective understanding of the English language (and perhaps with the support of technologies that promote visual and well as aural and print communication) as well as their previous experience. I imagine that one of the great things about teaching adults is that they have had such rich life experiences to this point.
A quick serach uncovered this artile (which you have probably already read!) that talks about the various ways that technology can help support authentic learning in the ESL classroom. [Best Practices in Integrating Technology Into Adult ESL Instruction: A Literature Search, by Linda L. West (http://www.intelecom.org/ilrn/adulted/crc/crcpdf/tech21_esltech_3.pdf)]