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A social practices approach in adult second language teaching can lead to the development of more engaging and meaningful programs for work, further learning and life. At the core of the approach is a focus on texts, whether on paper or a screen, and recognizing how they shape what we do, say and understand. The approach involves leveraging students' engagement with texts outside the classroom in order to inform what happens inside the classroom.
This is accomplished by drawing on students' informal learning and finding ways to bridge classroom learning with experiences and interactions in the community and at work. The approach can be challenging when teachers must also consider language testing and standards that are used for accountability.
However, if the aim of language learning is to support adults in their everyday lives and help them become empowered learners at work, in their neighbourhoods and in further education, language instruction needs to be coordinated by its actual, situated use and not a test or set of standards. I will introduce a systematic planning approach and share a few activities to help teachers integrate the approach into their classes. I will also provide examples of programs that support situated language and literacy development using an integrated model of delivery.
Om presentatören
Christine Pinsent-Johnson is an independent adult education and literacy researcher. She is also a sessional lecturer at Queen's University, Kingston, Ontario and the University of New Brunswick, Fredericton, New Brunswick, Ottawa teaching and designing courses online. Christine is the author of Connecting Literacy, Learning & Work (2008). Her doctoral thesis from 2014 examines the impact of international large-scale assessments for adults on education policy, instruction and opportunity.