Learning beyond classrooms

Candidate number: 221848

Name: Wilmer Franklin Zambrana Guadamuz
Subject code: ENG101C 1
Subject name: Oral and Written Communication 
Semester: 1st semester
Task: Final Essay Version
Wilmer Zambrana
Autumn, 2018
Written and Oral Communication.

ESSAY OUTLINE - learning beyond classrooms

I. Introduction

 Title: learning beyond classrooms

 Hook: “School is the path, not the point” Will Richardson
 Background:
Simon Jenkins, a Guardian columnist, author and BBC broadcaster, in his article
“Ignore the panic. There’s little point learning languages at school” published in
2017 stated that learning a language can be more efficient by using online and
media sources instead of classroom interactions. He sees schoolrooms as an
easy way to forget language instead of learning it (Jenkins, 2017) . He also
criticizes that language schools are not focused on what is important since
current education does not cater all needs.
 Thesis statement:
I partly agree with Jenkins´ statements about learning a language more
efficiently outdoors rather than school education since I strongly believe that
learning a second language not only includes schooling but it also needs the
learner`s exposure to other contexts such as live interaction with the language
and using variety of sources.

II. Body

 Topic Sentence 1: Agreement

Integrating a second language in and out the school is a teacher`s responsibility
since they should design tasks that allow students to use the language inside the
classrooms and provide tasks to for independent learning at home.
 Topic Sentence 2: Agreement
Although it is true that school education is very important because it constitutes
the basement of learning a language, it is also true that learning outdoors and
using media increases the learner´s comprehension and mastery of the language.
 Topic Sentence 3: Disagreement
Opposite to what Jenkins stated, I believe languages are not easy to test; in fact,
there are several factors to take into consideration when assessing language such
as linguistics, educational, and cultural factors.
III. Conclusion:
 Summary:
A second language acquisition not only takes time and dedication at school or
language academy, it does take further exposure to the language while being
involved in activities with natives or self practice using different sources.
 Opinion/Suggestions:
I think learning a second language requires going beyond classrooms activities.
Having a self-independent work provides opportunities to enrich knowledge and
have real life experiences.

USN - Learning beyond classrooms

Wilmer Zambrana
Autumn, 2018
Written and Oral Communication.

Learning beyond Classrooms

“School is the path, not the point” Will Richardson. As we learn a second
language we might estimate that it would be fully acquired by attending school lessons.
However, Simon Jenkins, a Guardian columnist, author and BBC broadcaster, in his
article “Ignore the panic. There’s little point learning languages at school” published in
2017 stated that learning a language can be more efficient by using online and media
sources instead of classroom interactions. He sees schoolrooms as an easy way to
forget language instead of learning it. He also criticizes that language schools are not
focused on what is important since current education does not cater to all needs. I partly
agree with Jenkins´ statements about learning a language more efficiently from
immersion labs rather than school education since I strongly believe that learning a
second language not only includes schooling but it also needs the learner`s exposure to
other contexts such as live interaction with the language and using a variety of sources. I
do agree with Bunting and Lindström when they said that the learning of English can
take place in various situations and settings. When distinguishing between formal and
inform al learning environments, the former is usually linked to school and the latter to
outside school environments (Bunting and Lindström, 2013). This means that the
learning process occurs in every environment in which the learner is involved in the
English language.

Integrating a second language in and out the school is a teacher`s responsibility

since they should design tasks that allow students to use the language inside the
classrooms and provide tasks for independent learning at home; this means using
language in authentic communicative contexts. These claims have been strongly
contested in recent years by a number of writers. Therefore, in my teaching experience,
I have tried to include tasks which students may find interesting while fulfilling them at
home using media sources such as websites, video recording, network, and projects.
According to Karin Sandwall (2013), learning depends on social interactions within
communities of practice and is a process of participation in which the learner gradually
becomes a full, legitimate member of the community through the scaffolding of mentors
and experts. In addition, teachers have always used different tools from their
environment to enhance teaching performance and increase learning experiences. (Wai
Meng Chan, 2011). Assigned lab materials which students find appealing, beneficial,

USN - Learning beyond classrooms

Wilmer Zambrana
Autumn, 2018
Written and Oral Communication.

and in which they receive meaningful feedback should be used. (Taylor, 1979).
Marguerite Ann Snow states several reasons for integrating language and content in
classrooms for a better language acquisition. First, the integration of content with
language instructions provides a substantive basis for language teaching and learning.
Second, she suggests that the language is learned most effectively for communication in
meaningful, purposeful social and academic contexts since people use language to talk
about what they know and what they are interested in rather than talking about language
itself. Third, she stands out that language in classrooms may differ from language
outside of schools in different ways. (Marguerite Ann Snow, 1989)

Furthermore, there are different means of learning a second language. Although

it is true that school education is very important because it constitutes the basis of
learning a second language, it is also true that learning outdoors and using media
increases the learner´s comprehension and mastery of the language. As an illustration of
this can be seen when I started learning English at a language academy, I did use other
sources to enhance my own learning which led me to apply as much learning strategies
as possible such as listening to music, reading online, using websites, social networks,
recording videos and audios, and so on. Social media sources are good ways of going
beyond classroom learning since it exposes the learner to authentic community and
social contexts (Wong, Chai, & Aw, 2017). The use of media supports process-oriented
learning by promoting interactions among learners, or among learners and their teacher.
Learners and teacher can involve others in their thinking through the posted
"information pieces" and thoughts. (Ebner, Lienhardt, Rohs, & Meyer, 2010).
Nowadays, instead of using much technology in higher education, some internet courses
such as Massive Online Open Courses (MOOCs) provide large-scale global access to
higher education courses, web-based Applications (Apps), multimedia programs and the
more established virtual learning environments such as Moodle or Blackboard (Porter et
al, 2014).

“Languages tests are considered a formal instrument of assessment; they can

measure proficiency without reference to a particular programme of learning or to
measure the extent to which learners have achieved the goals of a specific course.”
(Council, 2018) . Contrary to what Jenkins stated there were some responses to his
article holding the opposite view about teaching a language because is easy to test.

USN - Learning beyond classrooms

Wilmer Zambrana
Autumn, 2018
Written and Oral Communication.

Some readers explain that language learning is inextricably bound up with history,
culture, business and economics and that teaching a language is mind-opening and a
mental exercise because it delays cognitive aging and dementia. Moreover, learning a
language has the same mental benefits as math does. In my personal opinion, languages
are not easy to test; in fact, there are several factors to take into consideration when
assessing language. First, linguistic factors are important to be identified before testing.
Not all the learners have the same linguistic competences achieved and that is why there
may be different levels of oral and written English proficiency. Second, educational
factors also are necessary to be taken as background since the formal schooling in the
native language may vary. Third, cultural factors may influence in responding to a test,
students may have different background knowledge and experience, or possess different
sets of cultural values and beliefs, and therefore respond to questions differently. (ETS,
nd). Fourth, language tests should have specific purposes and be clear in order to have
valid interpretations on the basis of the test scores. For instance, a test designed for ESL
students may be more challenge for students who just take a complimentary English
course in their curriculum. In this example, language is not assessed linguistically
deeper.

To sum up, returning to the hypothesis posed at the beginning of this essay, it is
now possible to state that a second language acquisition not only takes time and
dedication at school or language academy, it does take further exposure to the language
while being involved in activities with natives and self- practice using different sources.
In other words, it requires going beyond classrooms activities, having a self-
independent work which provides opportunities to enrich knowledge and have real-life
experiences since learning a language also means learning the culture and its history. As
a suggestion, in order to acquire a second language more efficiently, we need to exploit
all the available resources in and out of the classroom to make our learning more
meaningful. As stated before, we should see schools as a path to achieve a second
language instead of thinking they are our end point where we are supposed to learn
everything. Input needs to be simplified for the independent learner. Similarly, it should
be graded for school learners by the teacher. However, debates continue about the best
strategies for learning a second language more effectively.

USN - Learning beyond classrooms

Wilmer Zambrana
Autumn, 2018
Written and Oral Communication.

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USN - Learning beyond classrooms