Situated learning for adults acquiring a second language

Authors

  • Rigoberto Castillo Universidad Distrital Francisco Jose de Caldas
  • Juan Carlos Vargas Universidad Distrital Francisco Jose de Caldas

DOI:

https://doi.org/10.5294/laclil.2013.6.1.2

Keywords:

educación de adultos, aprendizaje de segundas lenguas, aprendizaje situado, competencia sociocultural.

Abstract

This article reports a case study of a group of English Language Learners involved in an outreach course which forms part of the social project Bogota Humana. To give meaning to learning another language (L2) the project held sessions inside and outside the classroom. The inquiry was directed on the perceptions of the local context and on its usefulness in L2 acquisition. It was found that outdoor spaces offer participants a sense of comfort which encourages participation and social interaction. They felt their identity, as adults and as citizens of the capital, was acknowledged.

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Author Biographies

Rigoberto Castillo, Universidad Distrital Francisco Jose de Caldas

Rigoberto Castillo holds a Ph. D. in Foreign Language Education from the University of Texas at Austin. He teaches in the Doctorado Interinstitucional en Educación at the Universidad Distrital Francisco José de Caldas in Bogotá (Colombia). He has lectured and consulted for a number of organizations in Latin America. His book on strategic learning was nominated for the British English Language Teaching award (ELTons). He is a recipient of the National Award of the Colombian Association of Teachers of English.

Juan Carlos Vargas, Universidad Distrital Francisco Jose de Caldas

Juan-Carlos Vargas completed his course work for the B.A in TEFL at the Universidad Distrital. His thesis on situated learning was directed by Rigoberto Castillo. He has taught at a number of schools and currently teaches English to adults.

References

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Published

2013-04-09

How to Cite

Castillo, R., & Vargas, J. C. (2013). Situated learning for adults acquiring a second language. Latin American Journal of Content &Amp; Language Integrated Learning, 6(1), 20–36. https://doi.org/10.5294/laclil.2013.6.1.2

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Section

Articles