SITUATED LEARNING

Situated learning theory proposed that students develop a greater understanding and learn more efficiently where they are engaging in an activity in the applicable to the lesson.  This theory was developing by Jean Leave and Etienne Wegner (1991) who believe that learning normally occurs in a function of the activity, context and culture in which occurs. This theory was also expounded by Brown, Collins and Duguid in the article “Situated cognition and the culture of learning” in 1989 but they were agreed that Jean leave work provided the research base for this theory.

Lave also states (1991) that learning is a function of the activity, context and culture in which it occurs, which contrasts with most classrooms learning which is abstract and out of the context. In the educational part where this theory has been use we can apply two basic principles of situated cognition into classroom practice like: present in authentic context a topic and encourage social interaction and collaboration among students.

Applying this theory seems to be easy to use into the educational context. However, there are several characteristics that we have to bear in mind before to use them into the classroom. According to McLellan (1991) there is a set of six critical factors; apprenticeship, collaboration, reflection, coaching, multiple practice and articulation which show that as students gain more self-confidence and control , they will be able to move into a more autonomous phase of collaborating learning, where they being participate consciously to culture.

Reflecting about McLellan critical factors, I would like to adopt them in order to make students realize about their conceptual knowledge and make meaningful and functional their learning, especially in the L2 context where most of the times my students do not care or they do not know about the importance of learning a second language.

Situated cognition can help me undoubtedly in my social service because I am willing to promote social interaction and cultural communication among my students. Besides that, I would like to develop functional and authentic activities where students will be able to perform in a reflective way and where they will be able to apply all the knowledge that they have learned and being ready to use it outside the classroom walls.

Brown, Collins and Duguid, (1989) they formulate a "cognitive apprenticeship" strategy of instruction, since kills and strategies do not transfer well when they are not learned in situated contexts. I totally agree with them about their statement “something can only be understood through use”. With this strategy, it comes to my mind the importance of teaching grammar point rules and set a communicative and cultural context where students will be able to understand the grammar rules and perform that situation in a real way, where the ideas will stay in a permanent way rather a vague content, the purpose of doing this is that Students will be able to develop the language in a real cultural environment and they will keep the information into their brain in a functional way.

In my social service practice I will provide as many resources as possible related to cultural y social aspects in order to enable student´s participation and collaboration in class. I also would like to promote reflection about the activities done, and I will provide proper assessment in order to promote confidence in their performance of their activities.