Introduction
The results of our Needs Assessment have shed light on certain elements of this teaching context which need to be considered such as: (1) the low English proficiency of the students, (2) the English as a Foreign Language environment, (3) the cognitive level of the students, and (4) the interests of the students and teachers. Since there is a mismatch between the English proficiency and the cognitive level of the students, we need to be sure to support and foster their motivation to learn the language without compromising their autonomy. We expect the English teacher to use Spanish to give instructions and explanations but the production of the students to be in English (Coyle, Hood, & Marsh, 2010). As the curriculum progresses, “whole content topics [can be] taught in the CLIL Language” (Coyle, Hood, & Marsh, 2010, p. 18). Due to the fact that “Increasing motivation towards language learning and building learner self-confidence are seen as particularly important where the vehicular language is distant from the lives of the learners and has status of a foreign language” (Coyle, Hood, & Marsh, 2010, p. 18) we will be providing three ways to give meaning and context to the language they’re learning: game-based learning, project-based learning, and service-learning. The sections below explore these areas in greater detail.
Learning through games
Survey results from our questionnaires indicated that both students and teachers seemed interested in implementing games within the classroom. The types of games we will implement will be chosen chosen based on several considerations: predetermined English proficiency, alignment of student interests with those of the teacher, and the content focus of the SONATI program. Games will be designed to increase student awareness and concern for environmental issues. These games should provide sufficient challenges, immediate and clear feedback to students, and playable experiences to increase their engagement in the learning process (Inal & Cagiltay, 2007)
The use of games in the classroom fits within the student-centered learning strategies we seek to implement in the class. In a student-centered learning environment, interests of students drive the content being taught and the concepts being mastered. Direct instruction of the teacher is reduced to place more emphasis on activities that centralize learner interests and concerns.
Recent pedagogical research points to the social and cognitive benefits of game-based learning. In the language learning context, games help make language education entertaining and foster learning environments that contextualize knowledge (Dourda, K., Bratitsis, T., Griva, E., & Papadopoulou, P. 2014) Game-based learning may also encourage development of problem solving and critical thinking skills through engagement and feedback. These components are crucial to the learning process and are generally effective for achieving learning outcomes. (Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse, 2011). Furthermore, the choice to use activities involving games reflects the popular notion that students’ involvement and participation in learning activities should be constructed based on positive interactions between students and their learning environment (O’Brien & Toms, 2008).
Project-based learning
One of the best ways to integrate language and content at the same time is through project-based learning (Stoller, 1997). In order to help our young learners in an EFL context practice using language in a meaningful way, we will require different projects across the units related to the content they’re learning. There are many benefits for using projects in the language classroom, such as fostering independence and creativity, and developing critical thinking, learning skills, and decision making skills (Beckett, 1997).
The students will use the course content to help build up knowledge over the duration of a unit to complete a final unit project. In this way, “the benefits of project work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time, and the outcome is increased content knowledge and language mastery” (Alan & Stoller, 2005, p. 10). Additionally, the course knowledge will build as the semester continues. With higher English language abilities and more in-depth content knowledge as the course progresses, the more detailed and more cognitively demanding the project tasks will be.
Service-learning
SONATI is an organization dedicated to serving local communities through environmental education and conservation. By empowering and educating the people of Nicaragua and tourists, they try to preserve the natural habitats and ensure that they will survive in the future. Since SONATI is a service-oriented organization, we felt it was important to incorporate aspects of service-learning throughout our curriculum with a culminating service-learning project focused on recycling. Volunteerism and community service are woven into SONATI’s eco-tourism offerings. When tourists stay with SONATI they have the opportunity to complete a short-term project, like using recycled items to create a mural to raise environmental awareness. The volunteers help the community and may learn something about the local environment in the process, but learning wasn’t the main focus of the project. Service-learning, however, is “distinguished from other approaches to experiential education by their intention to equally benefit the provider and the recipient of the service as well as to ensure equal focus on both the service being provided and the learning that is occurring” (Furco, 1996, p. 12). The students will complete a six-week unit on recycling. In this unit, the students will learn about service-learning while receiving instruction on the English they will need to use to complete the project.
Service-learning in an EFL context can add a layer of complexity to completing the goal of practicing the target language. Fortunately, the students at SONATI have access to the foreign tourists staying with the foundation, some of whom may be native English speakers. If they are non-native English speakers, the students will have the opportunity of using English as a lingua franca to communicate with the other tourists. It is our hope that the foundation will be able to coordinate the recycling service-learning project with one of the hostels allowing the students to work with other volunteers to complete a portion of the project. If they are not able to coordinate the project in this way, the students will still reap the social and personal benefits of the service-learning experience, which can “imbue the EFL classroom with meaningful and motivating learning contexts” (Minor, 2002, p. 14). Since this type of learning environment is different from the traditional classroom, the unit will begin with explaining the objectives of a service-learning project and how it will both help the community and their language learning experience. It is our intention that the service-learning component of the curriculum will provide a meaningful context for what the students learn in class and enhance their sense of personal and social responsibility for the local environment, meeting the goals of SONATI.
Conclusion
Current research in the field and our needs assessment has informed our practices. We feel confident that SONATI (and other education programs) can benefit from implementing these methods into their curriculum. We hope you enjoy exploring the curriculum we have developed.
References
Alan, B., & Stoller, F. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43(4), 10-21.
Beckett, G.H. (1999). Project-based instruction in a Canadian secondary school’s ESL classes: Goals and evaluations. (Unpublished doctoral dissertation). University of British Columbia, Canada.
Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge, UK: Cambridge University Press.
Dourda, K., Bratitsis, T., Griva, E., & Papadopoulou, P. (2014). Content and language integrated learning through an online game in primary school: A case study. The Electronic Journal of e-Learning, 12 (3), 243-258. Available online at www.ejel.org
Furco, A. (1996). Service-learning: A balanced approach to experiential education. Expanding boundaries: Serving and learning. Washington DC: Corporation for National Service, p. 2-6.
Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse (2011) Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students’ Game-Based Learning. Taylor & Francis Group, pp 178-193 Available online at www.tandf.co.uk/journals
Inal, Y. & Cagiltay, K. (2007) Flow Experiences of Children in an Interactive Social Game Environment. British Journal of Educational Technology, Volume 38, No. 3, pp.455–464.
Minor, J. (2002). Incorporating service learning into ESOL programs. TESOL Journal. 11 (4). p. 10-14.
O’Brien, H.L. & Toms, E.G. (2008). What is user engagement? A conceptual framework for defining user engagement with technology. Journal of the American Society for Information Science & Technology, 59(6), 938-955.
Stoller, F. L. (1997). Project work: A means to promote language and content. English Teaching Forum, 35(4).
