Formal, Non-formal and Informal Learning (Infographic)

January 16, 2018

A few years ago I started exploring the differences between formal, non-formal and informal learning. The result was a couple of research reports and blog posts, including this one which has been viewed over 250,000 times. For those who like their information in bite-sized pieces, here is a quick synopsis of some of the key points for you in a handy infographic:

Formal, non-formal and informal learning.jpg

Here’s a free, downloadable .pdf of this infographic that you can use for your own research or teaching purposes: Formal, non-formal and informal learning.compressed

It is important to note that this infographic is intended to give a quick snapshot of some of the most basic differences. A quick snapshot like this gives you a quick picture, but not the whole picture. There are more differences than what one infographic can show. Also, the lines between formal, non-formal and informal learning can be blurry sometimes. Understanding the differences deeply will probably require more reading. To help you learn more, I’ve included a number of other posts, some of which link to full-length reports.

Check out these related posts:

______________________________________________________

Share or Tweet this: Formal, Non-formal and Informal Learning (Infographic) https://wp.me/pNAh3-266

This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


How will Alberta’s second language students ever achieve proficiency?

March 11, 2013

SLIC logoLate last year I had an article published in the peer-reviewed journal, Notos, which is published by the Second Language and Intercultural Council (SLIC) of the Alberta Teachers’ Association. With permission of the publisher, I am sharing the abstract and article with you:

Abstract

Students of second and international languages in Alberta do not receive sufficient hours of instruction through formal classroom time alone to achieve distinguished levels of proficiency (Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., et al., 2006). This research study uses a constructivist approach (Guba & Lincoln, 1994; Twomey Fosnot, 2005) to explore what is meant by proficiency and expertise in terms of language learning, by applying what has commonly become known as “the 10,000-hour rule” of expertise (Ericsson, K. A., Krampe, R., & Tesch-Romer, C.,1993; Ericsson, K. A., Prietula, M. J., & Cokely, E. T., 2007; Gladwell, 2008).

Alberta’s French as a second language: Nine-year program of studies (Grade 4 to 12) is considered as an example. This paper argues that dedicated, self-regulated informal learning is necessary to supplement classroom learning in order to achieve 10,000 hours of dedicated practice necessary to develop high levels of proficiency or expertise, according to the definitions offered by American Council on the Teaching of Foreign Languages (ACTFL) and the Common European Framework of Reference for Languages (CEFR). Recommendations are offered to help learners and parents understand critical role of self-regulated, informal learning in achieving language proficiency.

Keywords

second language, international languages, Canada, Alberta, 10,000-hour rule, expertise, proficiency, ACTFL, Common European Framework of Reference, CEFR, expert, self-regulation, formal learning, non-formal learning, informal learning.

Citation

Eaton, S. E. (2012). How will Alberta’s second language students ever achieve proficiency? ACTFL Proficiency Guidelines, the CEFR and the “10,000-hour rule” in relation to the Alberta K-12 language-learning context. Notos, 12(2), 2-12.

If you are interested in a copy of the full article, please contact me.

_________________

If you enjoyed this post, please “like” it or leave a comment. Thanks!

Share or Tweet this: How will Alberta’s second language students ever achieve proficiency? http://wp.me/pNAh3-1zA

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Nelson Mandela’s first language being cut from South African schools

January 24, 2012

Nelson Mandela is a man with a deep commitment to defending human rights. He also speaks English as a Second Language. His first language is Xhosa.

A recent article from the Times Alive in South Africa reports that language classes for both Xhosa and Zulu are being cut in South African state schools. The main language of instruction in South African schools is English. Prega Govender reports that until this school year, students were required to take classes in two additional languages, but this year, that requirement has been changed. Now students are only required to take one additional language.

Most schools in the area are opting for Afrikaans as the additional language of choice for students in that region. The article reports that in one case, the Xhosa language teacher has been re-deployed to teach Afrikaans this year. The decision seems to be driven by numbers:

“Last year, 68455 matrics countrywide wrote Afrikaans as their first additional language, whereas only 10943 wrote Zulu and a mere 1547 wrote Xhosa.”

Regular readers of this blog will know that I am strongly opposed to the removal of language programs from a curriculum.  There are a number of reasons for this:

Benefits of learning additional languages for cognitive ability

Research shows that the benefits of learning additional languages extend beyond language and cultural skills. Learning additional languages also has a positive effect on a person’s general cognitive ability (Kimbrough Oller, D and Eilers R.E., 2002). Specific research has also found that students who study other languages also score better on math tests (Bournot-Trites, M. and K. Reeder, 2001; de Courcy, M. and M. Burston, 2000; Turnbull, M., S. Lapkin and D. Hart, 2001 and Turnbull, M., D. Hart and S. Lapkin, 2003). The benefits of learning additional languages are clear and have been documented time and time again through research. We know that the more languages a young person is exposed to, the more capacity he or she will have to develop lifelong multilingual skills.

When languages are removed from a curriculum, it sends a message that the language is unimportant

It could be argued that students in South Africa will still enjoy these cognitive and linguistic benefits, since they will be studying Afrikaans as an additional language. That may be true, but making the decision to remove Xhosa and Zulu from the curriculum sends a strong message that these languages do not matter in formal education in that region.

While I do not profess to understand the complexity of minority languages or the politics of South Africa, I have studied the concepts of formal and informal education extensively.

Young students who speak Xhosa and Zulu as first languages at home have now lost the opportunity to learn their native language in an organized, formal environment, as a shared experience with peers. Though they may continue to learn the language in the informal context of the home, we know that informal learning is considered the least legitimate and is less respected than formal learning.

By removing these languages from the curriculum, those who have the responsibility and authority to set policies and make decisions send a strong message that these languages lack sufficient legitimacy to be included in the standard curriculum of formal education in the region.

Language abilities are linked to leadership skills

In previous research I have discussed how some significant world leaders, such as Ghandi, leveraged multiple languages to extend their leadership reach. Nelson Mandela’s first language is Xhosa. While not a perfect human being, he has arguably been one of the world’s most influential leaders over the past several decades. What message does it send to teachers, parents, students and indeed, everyone living in the region, that this leader’s first language, which was formerly offered as part of the standard state school curriculum, has now been cut for students in the younger grades?

While the article reports that students may still take the language in later grades, cutting it from the curriculum for children in grades one to three sends a strong message that it is not as important as math, science or even Afrikaans. Those subjects are considered part of the critical foundation of the young learner’s formal education experience. But Zulu and Xhosa… these are superfluous options that can be added later.

I worry when languages are cut from curricula. I worry when students and parents get the message that language learning is not important. I worry even more when they get the message that their first language is not important, as is the case for Xhosa and Zulu for many young people in South Africa. Formally recognizing the importance and significance of learning first languages in a plurilingual society such as South Africa is critical.

As educators worldwide we must do everything in our power to prepare the young people of today to lead the world tomorrow. Learning additional languages will help them do that.

References

Bournot-Trites, M. and K. Reeder. (2001). “Interdependence Revisited: Mathematics Achievement in an Intensified French Immersion Program.”

de Courcy, M. and M. Burston. (2000). “Learning Mathematics Through French in Australia.”

Eaton, S. E. (2010). Leading though Language Learning and Teaching: The Case of Gandhi. Retrieved from ERIC: http://www.eric.ed.gov/PDFS/ED508664.pdf

Eaton, S. E. (2010). Formal, non-formal and informal education: The case of literacy, essential skills and language learning in Canada. Calgary.

Kimbrough Oller, D and Eilers R.E. (2002). “Balancing Interpretations Regarding Effects of Bilingualism: Empirical Outcomes and Theoretical Possibilities.”

Turnbull, M., S. Lapkin and D. Hart. (2001). “Grade Three Immersion Students’ Performance in Literacy and Mathematics: Province-wide Results from Ontario (1998–99).”

Turnbull, M., D. Hart and S. Lapkin. (2003). “Grade 6 French Immersion Students’ Performance on Large-scale Reading, Writing, and Mathematics Tests: Building Explanations.”

Related posts

Formal, Non-formal and Informal Learning: What Are the Differences?

Formal, non-formal and informal learning: The case of literacy and language learning in Canada

____________________________

Share this post: Nelson Mandela’s first language being cut from South African schools http://wp.me/pNAh3-1cA

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Family Literacy in Canada: What it means in terms of Formal, Non-Formal and Informal Learning

September 24, 2011

In March I was invited to speak on a Family Literacy Panel at the National Metropolis Conference. The conference focused on “the role of immigration in connecting Canada with the rest of the world.” Our panel looked like this:

Family Literacy and the New Canadian

Description: This Workshop will bring together a panel of language experts from across Canada that will outline the importance and value of heritage / international languages and illustrate how schools, academics, community organizations and government policies can assist in maintaining and developing the multiple literacies of all Canadians.

Organizer | Organisateur
Bernard Bouska, Canadian Languages Association
Khatoune Temisjian, Québec Heritage Languages Association / Association québécoise des langues d’origine

Participants

Sarah Eaton, University of Calgary
Formal, Non-Formal and Informal Learning: The Case of Literacy, Essential Skills and Language Learning in Canada

Maria Makrakis, TESOL International and International Languages Educators’ Association (ILEA), Ontario
Language and Literacy for New Canadian Families

Constantine Ioannou, Government of Ontario
Ontario Schools and Communities Can Reflect the Languages of our Families

Khatoune Temisjian, Québec Heritage Languages Association / Association québécoise des langues d’origine
Literacy and Heritage/international Languages in Quebec: An Overview

Michael Embaie, Southern Alberta Heritage Languages Association (SAHLA)
Successful Implementation of Heritage / International Language Programs in Canada: Selected Strategies and Case-Studies

Chair | Modérateur
Marisa Romilly, Society For The Advancement of International Languages (SAIL British Columbia)

Discussant | Commentateur

Bernard Bouska, Canadian Languages Association

I promised to post the paper once it was available. It’s now been archived in the ERIC database. Download a copy here.

__________________

Share this post: Family Literacy in Canada: What it means in terms of Formal, Non-Formal and Informal Learning http://wp.me/pNAh3-TD

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Formal, Non-Formal and Informal Lifelong Learning (life map)

September 19, 2011

I’ve given a number of presentations this year on formal, non-formal and informal learning and how these concepts relate to lifelong learning, literacy and adult education. Here’s an infographic on how the average North American (if there is such a thing) might experience these three contexts for learning throughout their lifetime.

View this document on Scribd

Download your own .pdf copy here: Characteristics of Non-Formal Learning (.pdf)

Related posts:

____________

Share this post: Formal, Non-Formal and Informal Lifelong Learning (life map) http://wp.me/pNAh3-SQ

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


%d bloggers like this: