The experiential learning approach

Intercultural learning implies experiential learning. It is not sufficient to read books about culture, to listen to lectures about other cultures, or to deal with the subject on a purely cognitive and intellectual level. It is necessary for an individual to experience being confronted with new and unknown situations, to experience insecurity, fear, rejection as well as security, trust, sympathy and empathy. It is also necessary to learn from and with people from other cultures. This concept is based on Kolb's Experiential Learning Cycle (1984). It means moving in circles from concrete experience to observation and reflection on that experience. These observations and reflections are assimilated into a theory from which new implications for action are deduced. These implications or hypotheses are then used to indicate new experiences.

Kolb's description of the learning cycle(Kolb and Fry 1975)

Kolb (1984) argues that if the cycle is to be effective, learning activities need to engage the cognitive, the affective and the behavioural dimensions of the learning process. In the process, cognitive learning allows an understanding of the experience through reflection. Reflection engages the affective dimensions of the learning process (e.g. perception, appreciation, re-evaluation) and may result in the implementation of what has been learnt in future actions and behaviours (the behavioural dimension).

One caveat is that experiential teaching is primarily based on a particular set of values such as learner-centredness, the teacher as facilitator, learning by doing, verbalisation, peer interaction, self disclosure, and small group work. Although notions similar to these are spreading, many of them are not a part of many primary, secondary or higher educational experiences and this maybe problematic as the language educator may encounter resistance.

In conclusion, I propose that the four approaches be combined and integrated into a learning and teaching framework. A framework that could provide the foundations for planning an effective programme of study. This framework is important as it can act as a guide to the language educator through a maze of information, materials and activities. It can assist in the development of a coherent curriculum which is consistent and complementary and where the learning outcomes reflect curricular aims. In addition, the framework provides the teacher with a wide choice of methods which could be used in the classroom. The framework ensures that there is a balance of perspectives in the programme e.g. 'emic' and 'etic', nation, group and individual. Thus highlighting the acknowledgement of different perspectives, the 'uncertainty' of knowledge and the multiple interpretations of existing information. Finally, it provides what may be the most effective educational means of ensuring that learning takes place.

Date: 2016-03-03; view: 1160