21st century English curriculum

ALICE CHIK, DEPARTMENT OF EDUCATIONAL STUDIES

A simple view
ENGLISH LANGUAGE LEARNING AND TEACHING

Context

Learner Teacher
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A look back in history…
ENGLISH LEARNING AT DIFFERENT TIMES

Alice (in the 20th century) Michelle (now)

• Sesame Street / Free TV • Cable TV
• Classroom learning • Tablet/Smart phone
• Story books • Internet access
• School
• Pop music / movies on
• Pop culture at her
radio/TV in secondary fingertips
school • Facebook/YouTube/Inst
agram/Twitter
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20th century English learning
BACK IN THE ‘GOOD OLD DAYS…’

Context
(curriculum, school, classroom)

Out of class
learning
(teen)
Alice Teachers
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Pop culture matters
MUSIC AND MOVIES

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Dimensions of autonomy
MACARO (1997), BENSON (2012), LAI (2017)

Learner: self-directed
Language learning
learner

User: creative language use

and communication
strategies
Language
Person
user
Person: personal meaning

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Back to the future…
ENGLISH LEARNING IN 21ST CENTURY

Alice (in the 20th century) Michelle (now)

• Sesame Street / Free TV • Cable TV
• Classroom learning • Tablet/Smart phone
• Story books • Internet access
• School
• Pop music / movies on
• Pop culture at her
radio/TV in secondary fingertips
school • Facebook/YouTube/Inst
agram/Twitter
21st century English learning
THE TIMES THEY ARE A-CHANGIN’

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21st century English learning
THE TIMES THEY ARE A-CHANGIN’

1. Technology becomes more affordable

2. Internet becomes more accessible (and much faster)
3. Social media dominate

4. Globalization / glocalization of English

5. English for nation building

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21st century English learning
LEARNING IN THE PRESENT

Context
(curriculum, school,
Out of class classroom)

learning

Michelle Teachers
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Beyond the language classroom
BENSON (2011), CHIK (2014, 2018)

Location

Formality

Pedagogy

Locus of control

Trajectory
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Language learning social network sites
DUOLINGO

Language learning + social

networking features
• Make your own profile
• Meet and make friends
(other learners)
• Discussion forum

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Beyond the classroom
DUOLINGO

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Location
LEARNING FRAMEWORK

“I have not dared to

venture into Second Life
• The place in which a
and virtual worlds of
learning activity takes
learning and teaching
place, which can refer to
because I’m not ready yet
both physical and virtual
and because I do not
environments
believe in the gamification
of learning, but I’m open to
be converted!” (Teacher A)
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Learning framework
LOCATION
“I suppose some students are
already engaged in particular
platforms online (e.g.
Facebook) and so be more
willing to participate if we
meet them there, rather than
making them use a new
platform like Blackboard”
(Teacher B)
Rural Indonesian youth use
social media (e.g. Facebook)
to access additional English
learning and use
opportunities.
Problem: not systematic
access (incidental) and not
well resourced
• Lamb (2013)
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Formality
LEARNING FRAMEWORK
• Concerned with whether or
not a learning activity is
part of an institutional
programme possibly
leading to qualifications.
Informal learning usually
involves pursuit of interests
outside institutionalized
learning environments
“Technological space is not
new to Indians, they breed in
it non-stop. But using it for
learning, and foreign
language learning, is really
another ball game
altogether…How does one
combine recreation and
learning?” (Teacher C)
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‘Duo Goes’: Turning
leisure activities into
intentional language
learning events.

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Pedagogy
LEARNING FRAMEWORK

in 2009 I used Twitter with my

students…my first goal was to
• The degree to which use Twitter as means to practice
instruction, structured writing skills in an authentic
progression of material, environment…to build better
teacher-student and student-
explicit explanation, and
student relationships…to
assessment are involved
develop digital literacy…I really
wanted my students to get a
taste and to play an active role in
the digital world… (Teacher D)
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Locus of control
LEARNING FRAMEWORK

Most of them know how to

• Hinges on whether a create websites, make videos,
learning activity is self- short films in timelapse. All
these can be used in the
or other-directed, or how
classroom. Just use your
the decisions about imagination. From my
learning and teaching are experience, most students only
distributed use their skills for
entertainment but they can use
it as a tool to improve their EFL
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Trajectory
LEARNING FRAMEWORK

“Duolingo users can imagine

their future management of
learning through the reading
• Views learning as of language learning
‘career’, so involves histories…by polyglots,
management of learning enthusaistic bilingual and
over time and space, multilingual learners, mature
learners

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20th century English learning
BACK IN THE ‘GOOD OLD DAYS…’

Context
Out of (curriculum, school,
classroom)
class
learning

Learners Teachers
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Dimensions of autonomy
MACARO (1997), BENSON (2012), LAI (2017)

Learner: self-directed
Language learning
learner

User: creative language use

and communication
strategies
Language
Person
user
Person: personal meaning

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21st century English curriculum
TAKE HOME MESSAGE

1. Learning is mobile

2. Learning is both inside and outside the classroom

3. Teachers are more important than ever…as learning

partners

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