Experiential Learning in Second-Language Classrooms
AbstractThis article is a discussion of some of the issues surrounding experiential learning in the second-language classroom. Experiential learning is defined by the inclusion of phases of reflection designed to help the learner relate a current learning experience to past and future experience. The author seeks to establish a theoretical foundation for incorporating experiential phases into the second-language classroom by exploring past methods of teaching English as a second language, as well as looking at research in the field of second-language acquisition in the light of experiential methodology. The implications of experiential learning to second-language acquisition, in particular the aspects of motivation and investment, are explored, and some pitfalls of the experiential curriculum and their possible solutions are discussed. Finally, some possible projects adaptable to experiential methods are outlined, and areas needing further research, especially in the area of student voice and empowerment, are proposed.
How to Cite
Knutson, S. . . . . . . . . . . (2003). Experiential Learning in Second-Language Classrooms. TESL Canada Journal, 20(2), 52–64. https://doi.org/10.18806/tesl.v20i2.948