(…) learning is not caused by instruction, it is a response to it. In van Lier’s (1996, 2004) work on ecological approaches to L2 curriculum and teaching, the core idea is that curriculum creates affordances for learning and helps learners become aware of these affordances. In line with a sociocultural perspective on how learning and development happen, through social activity – such as classroom instruction and language use – learners recognize opportunities for learning and may or may not take advantage of them, or be able to. From the teacher’s perspective, it’s about creating as many such affordances as possible for learning to take place, and accepting that it may or may not happen as the teacher intended or desired. Conscious attention to forms can be part of this, but it should not be expected that simply calling learners’ attention to forms or lexical items will lead to their acquisition. It’s about the frequency of such affordances, and about their quality (p.8).
- La causa directa del aprendizaje no es la instrucción.
- Enseñar es crear affordances y hacer conscientes a los alumnos de ellas.
- Cantidad y calidad de las affordances.