Exploring the intersection between language learning and experiential learning: Insights and implications for educators and students
Author ORCID Identifier
https://orcid.org/0000-0002-0391-5818
Document Type
Academic Panel
Presenter Language
English
Research Area
Second language acquisition
Location
MBSC Dodge Room 302A
Start Date
17-10-2024 12:00 PM
End Date
17-10-2024 12:30 PM
Abstract
The intersection of language learning and experiential learning (EL) presents a unique opportunity to enrich language teaching and learning (Kolb, 1984). While the literature of EL focuses mostly on benefits for students (e.g., Abbott, 2017; Brown & Purmensky, 2014; Celio et al., 2011), in this panel, we will discuss two topics that address how EL impacts instructors: self-efficacy and personal reflection.
(1) Self-efficacy is explained as having the ability to plan and carry out the necessary steps to handle future situations (Sandler, 2016). Engagement in EL fosters self-efficacy not just in students but in instructors. Instructor self-efficacy models essential skills for students.
(2) Reflection is lauded in the language acquisition field as a tool for learning (e.g., Canga-Alonso & Rubio-Goitia, 2016; Suzuki & Itagaki, 2007). In fact, reflection is a fundamental component of EL experiences such as service-learning (e.g. Malinenko et al., 2018). Yet, little is known about instructors and the possibilities of personal growth that come from engaging in reflection while participating along with students in EL.
In sum, the panel will address EL from instructor’s vantage point. This exploration of the intersection between language learning and EL underscores the transformative potential of EL not just for students but also for instructors. This presentation aims to provide valuable insights and practical strategies for educators to implement EL in language instruction, ultimately enriching the educational experience for all involved.
Exploring the intersection between language learning and experiential learning: Insights and implications for educators and students
MBSC Dodge Room 302A
The intersection of language learning and experiential learning (EL) presents a unique opportunity to enrich language teaching and learning (Kolb, 1984). While the literature of EL focuses mostly on benefits for students (e.g., Abbott, 2017; Brown & Purmensky, 2014; Celio et al., 2011), in this panel, we will discuss two topics that address how EL impacts instructors: self-efficacy and personal reflection.
(1) Self-efficacy is explained as having the ability to plan and carry out the necessary steps to handle future situations (Sandler, 2016). Engagement in EL fosters self-efficacy not just in students but in instructors. Instructor self-efficacy models essential skills for students.
(2) Reflection is lauded in the language acquisition field as a tool for learning (e.g., Canga-Alonso & Rubio-Goitia, 2016; Suzuki & Itagaki, 2007). In fact, reflection is a fundamental component of EL experiences such as service-learning (e.g. Malinenko et al., 2018). Yet, little is known about instructors and the possibilities of personal growth that come from engaging in reflection while participating along with students in EL.
In sum, the panel will address EL from instructor’s vantage point. This exploration of the intersection between language learning and EL underscores the transformative potential of EL not just for students but also for instructors. This presentation aims to provide valuable insights and practical strategies for educators to implement EL in language instruction, ultimately enriching the educational experience for all involved.