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In it together: partnering with

learners and families to shape the

new language learning landscape

José Luis Morales

Crandon Institute, Montevideo 2013.

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Today we will:

•  Identify the challenges we face aslanguage teachers at Pre-Primary, Primary

and Secondary level.

• 

Review currently accepted principles of EFL.

•  Explore the ‘assets’ model: for naming and

dealing with the challenges as a

community.•  Discover possible applications for our 

particular contexts.

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Competence

Self-Determina

tionAffiliation

Family

Expecta.ons

Peer

Expecta.ons

School

Expecta.ons

IntegratedNeedsandExpecta.ons

Thorkildsen T. A. 2002, p 7

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Psycholinguistic SLA

•  Exposure to interaction-rich TL

contexts that provide feedback and

opportunities to negotiate meaning.

•  Opportunities to implementauthentic tasks.

•  Learner-centered interaction

supports a high degree of engagement and may reduce

anxiety.

Peterson, M (2010)

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Sociocultural SLA

•  Exposure to ZPDs where learners

can engage in collaborative

d i a l o g u e l e a d i n g t o c o -

construction in the TL.•  Motivation enhanced.

•  Opportunities for experimental

learning based on collaborativesocial relationships.

Peterson, M (2010)

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‘Assets’ are building blocks of healthydevelopment in all aspects of human

experience: physical, intellectual,

psychological, social.

Search Institute 

What are ‘assets’ ?

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Two groups of assets

INTERNAL

•  Commitment to

learning.

•  Positive values.

•  Social

competencies.

•  Positive identity.

EXTERNAL

•  Support.

•  Empowerment.

•  Boundaries and

expectations.

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External Assets: examples

• 

1 Positive Family Communication

•  Young person and her or his parent(s)communicate positively and she or he is

willing to seek advice and counsel fromparent(s).

•  This could be made as specific as:

•  There are agreements in place regarding

online/video gaming, social networking, etc.

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External Assets: examples

• 

2 Classroom Resources

•  Young person has access to three or more 

of these: personal textbooks, audio

recordings, CDROM, resource books,display boards for exhibiting his or her work,classroom library, art supplies.

•  Other items relevant to your context: e.g.Interactive board , shared or personal

computers, broadband internet access.

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External Assets: examples

• 

3 School Resources•  Young person has access to a library or self-

access center with: reference materials

(grammar books, dictionaries, audio/video),

practice materials (tasks with answer keys

for self-correction), educational games,

magazines, newspapers, fiction and non-

fiction books in English. •  Other items relevant to your context: e.g.

Online access to digitalized versions of any

or all of the above.

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External Assets: examples

• 

4 Parental Support of Language Learning

•  Parent(s) value the young person’s

language learning efforts and believe

learning a foreign language to be importantfor their future.

• 

Other items relevant to your context: e.g.•  Parents are aware of and suggest tools/

activities that their children may enjoy and

benefit from outside school.

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Large scale applications

3000 youth between 11 and 19 were

given a list of 40 assets and asked toidentify those they believed they had.

Kubiloski. I. 2009, Núcleo de Estudos da Família e Comunidade

da Pontifícia Universidade Católica SP, Brazil.

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31 – 40 assets

21 – 30 assets

11 – 20 assets

0 – 10 assets

3 %

39 %

53 %

5 %

 Núcleo de Estudos da Família e Comunidade da PUC/SP

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Possible applications

• Diagnostic questionnaires for learners,parents, teachers, administrators.

•  As part of a school curriculum.

•  Formative assessment tool.•  Checklist for values education.

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References •  Kubiloski, I. 2009. A survey using The Search Institute’s Assets

List. Núcleo de Estudos da Família e Comunidade da PUC/SP.

Unpublished.

•  Peterson, M. 2010. Computerized Games and simulations in

CALL: A Meta-Analysis of Research. Simulation & Gaming

41(1)72-93,

•  http://sg.sagepub.com

•  Thorkildsen, Theresa A. et al, 2002. Motivation and the

Struggle to Learn, Responding to Fractured Experience, Allyn

and Bacon, Boston.

•  The Search Institute, www.search-institute.org