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ERIC Number: ED510276
Record Type: Non-Journal
Publication Date: 2010-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-9733594-6-6
ISSN: N/A
Global Trends in Language Learning in the 21st Century
Eaton, Sarah Elaine
Online Submission
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 Informed by this research, some identified trends that are shaping the 21st century language classroom are outdated practices such as: (1) Vague, hollow promises that can't be proven; (2) Saying that learning languages is easy; (3) Authoritative teacher attitudes; (4)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; and (5) Language labs. These are being replaced by newer approaches such as: (1) Clear, provable demonstrations of learning; (20 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; and (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. A list of references and resources is included. [This report has been published by Onate Press, an imprint of Eaton International Consulting Inc.]
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A