Page 176 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 176
ent be systematically supported and encouraged in the process of teach-
ing and learning. Non-formal educational settings are a case of such sup-
portive learning environments. In the following section, we describe the
main principles of non-formal and informal learning and consider ways in
which they can foster the learning motivation of ESLers and, as such, rep-
resent ESL prevention practices.
Principles of non-formal and informal learning
According to Maier (2011), a central feature of non-formal and informal
learning is learning from and through life experience. Both concepts derive
from a participant’s needs and aspirations and are linked to self-education
and personal development. Non-formal education programmes are based
on lifelong learning principles and student-centred teaching and learning
approaches. It is a humanistic approach to learning where students are con-
sidered as individuals possessing their own personal qualities, traits, abili-
ties, values, experiences and worldviews that are important to their learn-
ing process.
Falk and Dierking (2000) propose a contextual model (see Figure 31),
i.e. principles of non-formal and informal learning. The model is based on
theories of cognitive and social constructivism (Piaget, 1971; Vigotsky, 1979)
which imply that meaningful learning occurs when a person idiosyncrati-
cally restructures knowledge through their own understanding of experi-
ence and social interaction, actively basing it on their prior knowledge. The
authors (Falk & Dierking, 2000) suggest there are eight factors influencing
learning in non-formal learning environments and they occur within three
contextual domains: personal, social and physical context. In terms of the
individual’s personal context (light-green shapes in Figure 31), i.e. person-
al and genetic history that an individual carries into the learning situation,
non-formal learning is influenced by a learner’s motivation and expecta-
tions, previous knowledge, interests and beliefs, his/her choice of partic-
ipation, and a feeling of control over their learning. Since learning is also
constructed through social interaction, social factors (dark-green shape
in Figure 31) that influence non-formal and informal learning are with-
in-group socio-cultural mediation and facilitated mediations by teachers
and other members of a learning group. The last assumption within this
model is that, because learning occurs within the physical environment
(blue shapes in Figure 31), it is always a dialogue with the environment.
Thus, according to the authors in order to be successful it is important for
176
ing and learning. Non-formal educational settings are a case of such sup-
portive learning environments. In the following section, we describe the
main principles of non-formal and informal learning and consider ways in
which they can foster the learning motivation of ESLers and, as such, rep-
resent ESL prevention practices.
Principles of non-formal and informal learning
According to Maier (2011), a central feature of non-formal and informal
learning is learning from and through life experience. Both concepts derive
from a participant’s needs and aspirations and are linked to self-education
and personal development. Non-formal education programmes are based
on lifelong learning principles and student-centred teaching and learning
approaches. It is a humanistic approach to learning where students are con-
sidered as individuals possessing their own personal qualities, traits, abili-
ties, values, experiences and worldviews that are important to their learn-
ing process.
Falk and Dierking (2000) propose a contextual model (see Figure 31),
i.e. principles of non-formal and informal learning. The model is based on
theories of cognitive and social constructivism (Piaget, 1971; Vigotsky, 1979)
which imply that meaningful learning occurs when a person idiosyncrati-
cally restructures knowledge through their own understanding of experi-
ence and social interaction, actively basing it on their prior knowledge. The
authors (Falk & Dierking, 2000) suggest there are eight factors influencing
learning in non-formal learning environments and they occur within three
contextual domains: personal, social and physical context. In terms of the
individual’s personal context (light-green shapes in Figure 31), i.e. person-
al and genetic history that an individual carries into the learning situation,
non-formal learning is influenced by a learner’s motivation and expecta-
tions, previous knowledge, interests and beliefs, his/her choice of partic-
ipation, and a feeling of control over their learning. Since learning is also
constructed through social interaction, social factors (dark-green shape
in Figure 31) that influence non-formal and informal learning are with-
in-group socio-cultural mediation and facilitated mediations by teachers
and other members of a learning group. The last assumption within this
model is that, because learning occurs within the physical environment
(blue shapes in Figure 31), it is always a dialogue with the environment.
Thus, according to the authors in order to be successful it is important for
176
