Experiential Learning Informs Classroom Instruction: Teaching Environmental Conservation in a Middle School Spanish Classroom
This paper examines the importance of experiential learning for teachers-as-students and its impact on language instruction through personal experience of the author, a middle school Spanish teacher who participated in an International Teachers' Workshop in Belize focusing on environmental science education. The author compares the approaches of Communicative Language Teaching, Content-Based Instruction, and Experiential Learning. She provides concrete examples of classroom practice rooted in the tenets of these three learning approaches, while using environmental science concepts gleaned from her experiential learning to guide language learning. The paper concludes with reflection on current practice and implications for others' implementation of similar curricula.
Excellence in Education Journal
Date of Publication