Collaboration of Formal and Informal Language Learning

Saffet Sayin, Turkey

Saffet Sayin is the Head of Academic Writing Centre at the English Preparatory School, Gediz University, Turkey. He finished his MA in TESOL and obtained his EdD in Second Language Education from the University of Technology, Sydney in Australia in 2004 and 2009 respectively. E-mail: saffet.sayin@gediz.edu.tr

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Introduction
Background
Sample collaborative activity
Conclusion
References

Introduction

Language learning occurs in the context of activity-based communication experiences in authentic contexts. The more the constant challenge and varied linguistic opportunities exist in the learner’s ecology, the more and better the chances to learn language. It is a common observation between language teachers in countries where English is a foreign language that learners can develop limited practical language skills in formal learning environment and those language skills are usually not long-lasting. However, this is not the case for those learner in English speaking countries as they have more interactive linguistic opportunities outside the language school. Therefore it seems that a collaboration of formal and informal learning environments need to be linked to enhance language learning. This article discusses the rationale behind this collaboration and offers some school activities to be employed in language schools.

Background

“A solution to language teaching lies not so much in expensive equipment, exotic new methods, or sophisticated language analysis, but rather in the full utilisation of the most important resources; native speakers of the language in real communication.”

(Krashen 1982, p.1)

English speaking countries such as Australia, New Zealand, the US, the UK and Canada, hosts thousands of overseas students for language education from all around the world every year. Often these students study in ELICOS colleges (English Language Intensive Courses for Overseas Students). Adult learners from various non-English speaking countries prefer to learn English in countries where it is spoken supporting a common notion that languages are best learned where they are used. In fact, the outcomes achieved by overseas students through independent learning opportunities in the target language community usually support this notion (Sayın 2009). In this sense, learning English in the target language community for these students appears to involve a combination of skills gained from the social activities in which they are involved outside school, as well as formal learning in the classroom.

The noticeable success rate for many students, as observed by teachers, does not solely rely on the differences in the methods of formal studies in language schools. Rather, it is an innate manifestation of the fact that languages come into existence, gain meaning and survive so long as they are spoken in a community, and learning language functionally by authentic activities in real social contexts may be more effective and long-lasting than classroom scenarios. Many years of theoretical language education may not satisfactorily equip learners with practical language skills.

Thereofre, the interaction between formal and informal learning environments is a critical issue to be taken into consideration by all language teachers, espcially in English speaking countries. Figure 1 below, Engeström’s activity theory diagram (1991, p. 248) adapted in relation to second language learning, shows how in formal and informal contexts learners take on different roles and identities, make use of different tools, obtain different outcomes, and operate within different sets of rules as a result of participating in these two ‘communities’ of practice (Gardner 1985).

Figure 1 L2 learning in formal and informal contexts

(F: Formal; Inf: Informal)

Davis (1995) suggests that relatively little is known about the role of informal language learning outside the school. It is significant for language teachers to understand the importance of linguistic opportunities and social engagements for learners’ second language development in informal social contexts in the TL community. Informal language learning is complex and it illustrates that language development cannot be seen as a linear process. Rather, as suggested by Baynham (1993), language learning involves diversified functional operations and extended communication strategies. As suggested by Gibbons (1999), socially created roles and tasks that the individual is participating in will create language learning opportunities.

Despite the fact that adult language learners strongly express the value of living in the target language community to their second language development, Sayın (2009) suggests that learners do not always seem to make optimum use of the environment as much as expected. For this reason, some outside-school tasks and strategies to support learners’ interactions and language development outside the school could be incorporated into the formal education curriculum. For example:

First, as part of their formal studies learners could be asked to put into practice what they have learned in the classroom in authentic social contexts such as asking for directions, getting or giving information or recounting past events. After such language encounters outside the school, they could then report their experiences to friends and teachers. For example, at school students could learn ways of asking for directions and look at possible responses from interactants. After they have used these in authentic contexts, they could be given opportunities in class to compare the authentic conversations with those forms learned in the classroom. This type of pedagogical activity could be used to show the learner the variations that occur in authentic language use.

Second, in relation to the outside-school practice discussed above, there could also be a time for learners to take part in a session where they are asked to discuss their language experiences outside the school the previous day. These sessions may not only create opportunities for the teacher to discover students’ individual needs, but also offer learners a chance to share their experiential learnings with other learners, thus encouraging learner engagement with the local community. Moreover, learners can develop their own strategies how to make use of the language learning opportunities outside the school.

Third, to increase the social learning opportunities in formal and informal settings, language schools may conduct a mini survey for all students at enrolment to find out learner hobbies such soccer, movies or music, and place them in a school hobby group as a part of their formal studies, through which they could share their hobby experiences in the TL community. This type of ‘formal socialising’ might not only encourage learner engagements even outside the school with each other, but also encourage learners to get involved with the same hobby groups in the TL community.

Fourth, some authentic extracts recorded or video-taped naturally in real life situations could also be used for listening purposes, and the lexis and structures in those discourses could be focused on in school so that learners become familiar with such authentic TL usage. This type of material will also give learners opportunities to be familiar with authentic accent, speed of speech, and lexico-grammatical forms.

Fifth, learners often state that “I’m afraid when I speak… because a lot of people don’t understand me.” These pyschological factors can be obstacles that work against adult learners taking the initiative in social interactions outside the school. Therefore, adult learners should also be educated not to be scared or shy of talking in the TL in both formal and informal settings. In addition to friendly and encouraging relations with both teachers and peer learners in formal settings, unavoidable social contacts in the TL outside the school are also a significant contribution towards gaining confidence for further interaction opportunities, and may also be strong ‘confidence-builders’.

It is important to remember that the regularity and variety of learner activities with the local community is essential for consistent language development. In the early stages of learning, learner activities in the TL community may be short and remain within limited linguistic boundaries due to participants’ limited English skills. However, perhaps with the support of formal studies, learners gained some language skills and confidence for linguistic challenges in informal settings outside the school. Activities requiring regular and intensive linguistic interactions in natural environments, assisted both formally and informally, appear highly supportive for comprehensive language development since they push learners to learn more extensively. As stated by van Lier (1999), ‘what you do is what you learn’ can be a language learning motto for both teachers and learners.

Sample collaborative activity

Student task sheet

The rationale and the goals of the task.

Language level : (Pre) Intermediate
Context : English Speaking Countries

STEP 1

Goal: Speaking, listening, reading and writing activities in the target language to get information about a pre-set social event.

Asking Wh- and Yes-No questions to collect information through some guided questions and supported by follow-up questions on the spot.

Examples for guided questions:

How long has this fair been held?
Who is the organizer?
How many days does it last?
Where is the location of the fair?
What are the planned activities at the fair?
Can I take photos?

Task: Ask your students to get information about a local fair to be held soon such as Izmir International Fair, Turkey from Tourist Information Centres. Students will pick up any leaflets and/or brochures available to gather more information about the fair. Students will also be asked to visit websites that give information about that fair. If possible, students will talk to people who can give extra information about the fair and take some notes.

STEP 2

Goal: Speaking, listening and note taking while attending a social event.

Task: Students are asked to attend the local fair and take note of the audience, performances and services around them. Students will be advised, if possible, to take photos and record some events to make use for their written assignment.

STEP 3

Goal:

1. Preparing and presenting a powerpoint presentation (writing and speaking)
2. Writing a narrative essay about the fair (writing activity)

Task: Students are asked to prepare a 20-minute powerpoint presentation for the class and answer the questions from classmates and the teacher. Students are then asked to write a narrative essay about their experiences at the local fair.

Conclusion

It is significant to remember that a stronger correlation between what is studied at school (formal corpora) and what is needed outside school can be bound so that formal and informal language learning in a target language community can be intertwined. Formal studies could be partially arranged according to the real life learning opportunities which learners actually experience in informal environments, rather than around hypothetical cases only. The content and models of activities could contain topics and related registers which are parallel to the current issues and activities outside the school so that learners will not get ‘lost’ in a world of meanings in real life linguistic situations. Moreover, learners could be encouraged and assigned to engage in assorted activities outside the school as part of their curriculum requirement, and these can be used as a basis for more formal language study in school.

References

Baynham, M. 1993, 'Literacy in TESOL and ABE: exploring common themes', Open Letter, vol. 2, no. 2, pp. 4-16.

Davis, K. 1995, 'Qualitative theory and methods in applied linguistics research.' TESOL Quarterly, vol. 29, no. 3, pp. 427-53.

Engeström, Y. 1991, 'Non Scolae Sed Vitae Discimus: Toward Overcoming the Encapsulation of School Learning', Learning and Instruction, vol. 1, pp. 243-58

Gardner, R.C. 1985, Social psychology and second language learning: the role of attitude and motivation., Edward Arnold, London.

Gibbons, P. 1999, 'Discourse Contexts for Second Language Development in the Mainstream Classroom', Doctor of Philosophy thesis, University of Technology, Sydney, Sydney.

Krashen, S. 1982, Principles and Practice in Second Language Acquisition, Pergamon, Oxford.

Sayın, S. 2009, ‘All the time learning... Three months are equal to one year’, Doctoral of Education thesis, University of Technology, Sydney, Sydney.

van Lier, L. 1999, 'Computers and language learning: A case study in ecology and complexity.' AAAL, March 1999, Stamford, Connecticut.

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