Experiential Learning in

Second-Language Classrooms
Sonja Knutson
This article is a discussion ofsome ofthe issues surrounding experiential learning
in the second-language classroom. Experiential learning is defined by the in-
clusion of phases of reflection designed to help the learner relate a current
learning experience to past and future experience. The author seeks to establish a
theoretical foundation for incorporating experiential phases into the second-lan-
guage classroom by exploring past methods of teaching English as a second
language, as well as looking at research in the field of second-language acquisi-
tion in the light of experiential methodology. The implications of experiential
learning to second-language acquisition, in particular the aspects of motivation
and investment, are explored, and some pitfalls of the experiential curriculum
and their possible solutions are discussed. Finally, some possible projects adapt-
able to experiential methods are outlined, and areas needing further research,
especially in the area of student voice and empowerment, are proposed.

Cet article est une discussion de quelques questions portant sur l'apprentissage
par 1'experience dans une salle de classe de langue seconde. L'apprentissage par
l'experience implique l'inclusion d'etapes de reflexion con(:ues pour aider l'appre-
nant ii: faire Ie lien entre son apprentissage en cours et ses experiences anUrieures
ou ii: l'avenir. En etudiant des methodes employees par Ie passe pour enseigner
l' ALS et en revoyant la recherche en acquisition de langue seconde ii la lumiere de
la methodologie experientielle, 1'auteure veut etablir une base theorique pour
1'integration d'etapes experientielles dans ['enseignement en langue seconde. Les
incidences de l'apprentissage par l'experience sur l'acquisition de la langue
seconde, notamment sur la motivation et l'engagement, sont presentees. L'au-
teure evoque [es pieges dans un programme d'etudes base sur l'apprentissage par
l'experience et presente des strategies pour les eviter. En dernier lieu, l'auteure
decrit des propositions de projets pouvant s'adapter aux methodes experientielles
et suggere des pistes de recherche, notamment dans Ie domaine de 1'habilitation
des eleves.

I hear and I forget, I see and I remember, I do and I understand.

(Confucius)
From the time of the first teachers, it has been recognized that an important
relationship exists between experience and learning. Expressions such as
"experience is the best teacher" and the "school of life" demonstrate our

52 SONJA KNUTSON
Western world's respect for the role of experience in learning. Yet as old as
the experiential approach to learning is, the transformative process from
experience to learning is not clearly understood. If experience is one of the
cornerstones of learning, the question faced by educators is this: What is it
about experience that leads to learning? Kolb (1984) tackled this question in
his work entitled Experiential Learning: Experience as the Source of Learning and
Development. He created a now widely accepted model of the learning cycle
to demonstrate the process by which experience could be translated into
learning. In order to learn, one must go through a series of steps after an
initial experience: There must be a reflection on the experience followed by
an understanding of what the new learning means to the individual and a
conceptualization of how it can be used in the future.
The assumption is that we seldom learn from experience unless we
assess the experience, assigning our own meaning in terms of our own
goals, aims, ambitions and expectations. From these processes come the
insights, the discoveries, and understanding. The pieces fall into place,
and the experience takes on added meaning in relation to ot~er experi-
ences. (Saddington, 2001, p. 1)
Experience per se is, therefore, only the first step in the learning process, and
for learning to be drawn from it, the experience must be followed by the vital
step of reflection. The ability to reflect on an experience, and on initial
reactions to the experience, is the "missing link" that defines the relationship
between experience and learning.
Experiential learning as a philosophy is based on the ideals of active and
reflective learning, building on previous learning experiences and requiring
the personal involvement of the learner. In the field of second-language
acquisition (SLA), the experiential approach encourages learners to develop
the target language skills through the experience of working together on a
specific task, rather than only examining discrete elements of the target
language. The reflection phase requires learners to engage actively with their
own past acquisition experiences and focuses them on the future. Experi-
ential methodology holds many potential benefits for SLA in terms of
motivation, investment, and cultural understanding.
Experiential Philosophy in the Classroom
Experiential learning has been applied to a wide variety of learning situa-
tions, from business team-building seminars, to orienteering, to math and
science classes. The method is easily adaptable to a wide variety of educa-
tional settings, especially to classrooms where project-based and task-based
learning already form the core of the curriculum. All classroom activities
form a part of student experience. An activity can be done in a group or
individually and successfully mined for affective value through questioning

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VOL. 20, NO.2, SPRING 2003
techniques and student reflection. The division of the learning process into
experiential phases helps sequence the learning activities toward the
achievement of the desired learning outcomes.
Experiential learning challenges all learner domains holistically, rather
than fragmenting the learning process into cognitive, affective, and psycho-
motor skill acquisition. Rogers (1969), a staunch proponent of experiential
learning, describes this basic philosophy:
It has a quality of personal involvement-the whole person in both his
feeling and cognitive aspects being in the learning event. It is self-in-
itiated. Even when the impetus or stimulus comes from the outside, the
sense of discovery, of reaching out, of grasping and comprehending,
comes from within. It is pervasive. It makes a difference in the behavior,
the attitudes, perhaps even the personality of the learner. (p. 5)
Experiential learning encourages personal input, initiative, and self-direction
in the learning process. Activities begin with accessing the specific past
experiences of students, and then building on these experiences to construct
a framework for learning unique to the requirements and learning style of
each student. In practice, experience-based, project-based, and task-based
learning become experiential when elements of reflection, support, and
transfer are added to the basic experience, transforming a simple activity into
an opportunity for learning. Koenderman (2000) provides an experiential
model based on these elements, a series of phases that outline the sequencing
of classroom activities from the introduction of a topic or theme to the
conclusion. In the exposure phase a topic is introduced, and students are given
the opportunity to reflect on their own experiences in this area and to relate
the topic to their personalleaming goals; in the participation phase the stu-
dents become personally involved as they participate in an activity, either in
the classroom or outside, intended to build on or enhance their previous
experience; in the internalization phase a debriefing exercise is initiated by the
teacher, and the students have the opportunity to reflect on their participa-
tion in the activity and discuss potential effects on their future behavior or
attitudes; and finally, in the dissemination or transfer phase the students apply
and present their learning, linking it with the world outside the classroom.
The philosophical concepts of experiential learning can provide the basis
for all instructional practices, including the creation of the learning environ-
ment, the setting of objectives, the choice of projects, the sequencing of
activities, and the assessment of learners. The facilitator can debrief each
day's activities, or debrief only at the conclusion of the project. Groups can
work through all the experiential phases during a 10-minute activity or
during a five-week course: The phases remain the same despite the length or
complexity of the activity.

54 SONJA KNUTSON
 Experiential learning is accepted and even promoted in the field of educa-
tion, as educators have "finally begun to recognize the complexity of the
educational process" (Hendricks, 1994, p. 1). However, despite acknowl-
edged benefits, experiential methods are still far from being universally
accepted by educators themselves. There are several reasons for this, includ-
ing classroom time constraints, difficulties with assessment, and lack of
training in how to meet course outcomes experientially.
Experiential learning requires teachers to take time to encourage reflec-
tion. This is not only time-consuming, but requires the creation of a comfort-
able, relaxed classroom atmosphere and skillful questioning on the part of
the facilitator. The results of taking the time required for periods of reflection
is not something that can be measured quantitatively. Although "educators
... are giving up the idea that they can dissect, predict, and control learning
with technological precision" (Hendricks, 1994, p. I), and although there has
been some movement toward more qualitative assessment in certain educa-
tional domains, many teachers are still expected to "teach to a test" (Hussin,
Nooreiny, & D'Cruz, 2000, p. 1). When time is constrained, administrative
support limited, and course outcomes primarily focused in the behavioral
domain, teachers find it difficult to try to incorporate experiential teaching
methods even if they believe in their value.
Experientialleaming also requires teachers to take on a different role in
the classroom than the traditional teacher-as-expert. In the classroom they
become facilitators, guides, and helpers (Spruck-Wrigley, 1998). Many ESL
instructors are already accustomed to this role. However, it often requires a
paradigm shift for educators whose training and experiences have been to
teach subject content using a teacher-centered approach (Brooks-Harris &
Stock-Ward, 1999). Suzanne Roy, a pedagogical consultant for a large school
board in Montreal, has done inservice work with teachers to implement
experiential learning and portfolio assessment across the subject spectrum.
Some of the resistance she runs into includes a perception of projects as
frivolous, unrelated to the meat of subject content, and uncontrollable (per-
sonal communication, October 16, 2000). However, experiential learning is
not uncontrolled; on the contrary, to be successful it requires the teacher to be
prepared and organized before a project begins. The teacher must think
through each phase, planning with potential difficulties in mind, yet being
creatively open to "teachable moments" (Spruck-Wrigley, 1998). A venue
needs to be created for students to share their reflections and feelings about
their experiences, both positive and negative, in a nonjudgmental and open
environment. In true experiential learning, the teacher-as-facilitator role is
central, and the project will succeed "if the teacher can provide the necessary
guidance through skillful, astute questions and a receptive, accepting heart
and mind" Oaneway, 1977, p. 7). Students are thus provided with a structure

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VOL. 20, NO.2, SPRING 2003
by which they can analyze their experience and given the tools to transform
it into learning.
Experiential Techniques in the Teaching of English
as a Second Language
Methods of facilitating SLA have evolved over the years due to influences
and developments in the fields of linguistics, education, and cognitive and
social psychology (Brown-Mitchell & Ellingson-Vidal, 2001). The teaching
practices currently being taught to future ESL practitioners reflect the current
educational trend toward cooperative and collaborative learning (Wilhelm,
1999). As ESL methods developed through the years, "each new method
broke from the old, but took with it some of the positive aspects of previous
practices" (Brown, 1987, p. 52). ESL classes today are set up differently from
traditional grammar-translation classes. Language use and language-learn-
ing are social activities.
They occur best in situations which encourage negotiation of meaning
and learner collaboration with other learners. Language learning neces-
sarily involves active participation through taking risks, testing hypothe-
ses, making plans and decisions, and making judgements about one's
own progress. (Wilhelm, 1999)
When these approaches are implemented, students learn to help themselves
learn, ask for help from each other and from the teacher, learn language by
using it in real settings, explain what they are learning and how they are
learning, and grade themselves as a way to measure their strengths and
weaknesses (Wilhelm, 1999). Through collaboration on a project, students
use and manipulate language in a natural language environment.
Experiential learning in the ESL classroom builds on the principle that
language-learning is facilitated when students are cooperatively involved in
working on a project or task, and when the project includes the phases of
exposure, participation, internalization, and dissemination. Projects that are
challenging, communicative, and meaningful, and that provide opportuni-
ties for student ownership and participation in their own language-learning,
create an environment conducive to sustaining motivation to learn the target
language (Brown, 1987; Hussin et al., 2000). By looking more closely at the
individual phases of experiential learning in the light of some past methods
and research into SLA, a theoretical foundation for incorporating experi-
ential phases into ESL classrooms can be established.
Exposure phase. Beginning with a creatively presented exposure phase,
students are initiated into the project in a manner that will activate back-
ground schema, past experiences, and previous knowledge about the subject
of the project. This activation of background knowledge before launching an
activity is not unique to the field of ESL; teachers have long been aware of the

56 SONJA KNUTSON
value of this type of activity. Schema theory recognizes that each student
brings "information, knowledge, emotion, experience, and culture" to each
classroom activity (Brown, 1987, p. 284). Accessing background knowledge
before launching an activity helps enrich the learning experience by prepar-
ing the groundwork for new experiences to build on top of old ones. The
exposure phase of experiential learning offers explicit and effective tech-
niques for activating schemata. These techniques include an opportunity for
students to understand the objectives of the activity and set goals for them-
selves. The teacher can then direct the class through the use questions to
encourage reflection on past experiences with the topic or activity. A well-
structured exposure phase also clearly lays out for students the pedagogical
purpose and rationale for the project, and can lead to greater learner aware-
ness of, and involvement in, their own learning process (Nunan, 1995).
Participation phase. The participation phase of experiential learning is the
actual activity or experience. Because it is project-based, the communicative-
experiential syllabus uses a collaborative, holistic approach to language-
learning, which again is not unique to the field of ESL. Vygotsky's (1978)
theory of the zone of proximal development (ZPD) refers to the gap between
the students' current ability and their potential ability with peer or mentor
guidance. This theory provides strong support for the inclusion of coopera-
tive learning strategies in SLA (Doolittle, 1995). Research into applications of
Vygotsky's theory in SLA contexts has shown that leamer-learner interaction
is indeed beneficial to ESL learners (Kolb, Kowal, & Swain, 1994; Wajnryb,
1990). Since the early 1980s, second-language teachers have been deluged
with research into SLA that supports the communicative approach to lan-
guage-learning (Brown, 1987). However, the contradictory ways in which
communicative teaching is viewed have led to some confusion. Some educa-
tors see it as teaching "how to communicate" and focus on the teaching of
explicit grammar forms and formulaic discourse; others understand commu-
nicative teaching as involving the learner as a participant in classroom com-
munication and do not focus on explicit language forms (Stem, 1990). The
term communicative-experiential syllabus was coined by Tremblay, Duplantie,
and Huot (1990) to define and distinguish a syllabus, based on both experi-
ential learning and communicative theory, in which the focus is on the
linguistic interaction that occurs between learners as they work on a project.
The communicative and integrated aspects of experiential learning are sup-
ported by research into the advantages of a holistic approach to SLA (Cran-
dall & Pharness, 1991; Freeman & Freeman, 1988; Rigg, 1991).
Internalization phase. The internalization phase of a communicative-expe-
riential syllabus is accomplished through skillful questioning on the part of
the facilitator to help draw learners' attention to their own feelings and
participation in the language-learning experience. This reflection on the ex-
perience seeks to involve the emotions and identity of the learner. The

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philosophy of experiential learning as it relates to SLA can also be seen in
some of the innovative, yet now rarely employed, ESL methods of the 1970s.
Although these methods have been overlooked by many mainstream ESL
practitioners, they were based on some important research in language ac-
quisition theory and psychology (Brown, 1987). The Silent Way, developed
by Gattegno (1972), promoted the ideal that learners should take responsibil-
ity for their own language acquisition and should be taught not only infor-
mation about the language, but also how to learn a language. In his method,
similar to the role of a facilitator in an experiential classroom, the teacher
plays a background role, allowing students time to try to work out answers
on their own. During the debriefing phase of experiential projects, students
are questioned about their own language-learning and how they feel it
progressed, as well as how they feel they contributed to their own progress.
Although the teacher sets up the questions, no answers are provided, and the
teacher responds in a nonjudgmental way to any and all students' contrib-
utions. Community Language Learning (CLL), developed from work by
Curran (1972), was based on the notion that language, being a social activity,
should develop in a supportive social context. "CLL is an attempt to put Carl
Roger's philosophy into action and overcome some of the threatening affec-
tive factors in second language learning" (Brown, 1987, p. 60). CLL has clear
links to experiential philosophy; its belief in the positive power of group
dynamics, especially in the debriefing phase, is also a component of experi-
entiallearning. Suggestopedia, developed by Lozanov (1978), introduced the
idea that students should be relaxed and open to experiencing the language,
even to the point of taking on a new identity as a successful language-learner.
The Silent Way, CLL, and Suggestopedia were founded on learner-centered-
ness, self-discovery, reflection, social interaction, and positive self-concept.
These principles are central to experiential learning and reinforced during
the internalization phase.
Dissemination phase. The importance of the final phase of experiential
methodology, linking the classroom learning with the real world outside the
classroom, came to the forefront of developments in ESL with the Notional-
Functional syllabus (Brown, 1987). ESL researchers and practitioners came to
recognize the need for language-learners to be able to transfer their class-
room experiences into their day-to-day contexts. The Canadian Language
Benchmarks (Citizenship and Immigration Canada, 1996), a federally devel-
oped framework for assessing communicative and performance levels of
newly arrived ESL students enrolled in federally funded programs, recog-
nized a national need for real-life competences. Instead of basing proficiency
levels on knowledge of grammatical forms, proficiency is now based on
notional-functional tasks founded in real-life situations. Teachers in these
programs are encouraged to make a clear link between the classroom and the
world outside. These tasks are experiential by nature, and transfer may occur

58 SONJA KNUTSON
in genuine ways. Projects may culminate in a role-play of a social situation in
class or in students going on a field trip to practice newly acquired skills. This
type of specific transfer is received positively by students, who feel that their
practical language needs are thus successfully being met (Nunan, 1995).
Metaphoric transfer can also be used effectively, if links are clearly made
between the class activity and its real-life parallel. For example, students
could be asked to explain how they think that group work and the responsi-
bility to take on leadership roles might help them on the job. Thus the
dissemination phase, the conclusion of an experiential activity, provides the
student with a clear link to his or her real needs and goals and can be highly
beneficial and motivational.
The Communicative-Experiential Syllabus
Unlike the study of many academic subjects, the study of English as a second
or foreign language is undertaken primarily for the purpose of communica-
tion to a wider audience. English-language skills are gained specifically as a
medium of communicating other types of knowledge, perhaps academic or
business-related, or perhaps simply for social conversation. People rarely
take ESL classes out of simple interest in the workings and mechanics of the
language; their intent is to reach a particular goal. The mastery of the lan-
guage is the often frustrating barrier that prevents them from reaching social,
career-related, or scholastic goals. A significant benefit of experiential learn-
ing lies in the investment that learners make toward their particular project.
Motivation is of critical importance in SLA for a variety of reasons.
Motivation contributes not only to the success of students studying an-
other language, but also influences their level of interaction with native
speakers and whether they will seek opportunities to practice the language
outside of class and long after formal language study is over (Ely, 1986;
Gardner & MacIntyre, 1991; Oxford & Scarcella, 1992). Oxford and Shearin
(1996) point out that "motivation determines the extent of active, personal
involvement in foreign or second learning. Conversely, unmotivated stu-
dents are insufficiently involved and therefore unable to develop their poten-
tial L2 skills" (p. 121). A frequent observation of students involved in projects
is that they work harder and spend more out-of-class time on the project and
speaking in English than they ever had before (Parks, 2000; personal commu-
nication, August 6, 2000). Although some students may resist any type of
group work, teachers find that most students involved in a project will invest
a great deal of time, effort, and energy into the completion of their project,
which is generally a formal or public presentation of the finished product
(Padgett, 1994; Parks, 2000; Spruck-Wrigley, 1998).
Another valuable component of experiential learning linked to invest-
ment is its contribution to the leamer's positive self-perception and increased
confidence with the target language (Parks, 2000; Spruck-Wrigley, 1998).

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Although projects are in general more time-consuming than traditional class-
room demands, teachers frequently observe that students' ownership and
control over their project can lead to a sense of empowerment and to a
positive perception of themselves as successful language-learners, in con-
trast to more formal written and oral evaluations, which often have the
opposite effect (Parks, 2000; Karsenti, 2001). When students do not invest in
tasks that involve oral production of the target language, it may be because
they fear failure and public embarrassment. A carefully initiated experiential
project can produce a positive experience in oral production tasks. The
facilitator can thus encourage in a learner an "anticipation of success" (Parks,
2000, p. 82), which can provide a positive medium for the language-learner
to participate in speaking tasks.
Although the main goal of task-based learning is the authentic language
produced as a result of group work, other competences can be acquired,
seemingly incidentally, as a result of the skillful facilitation of this method.
Experiential learning not only provides students with plenty of communica-
tive opportunities in the target language, but also allows students a forum to
access a wide variety of new skills unrelated to the actual language-learning.
These include the practical skills needed for the completion of the project
(e.g., videotaping, making a poster, conducting an interview, using Power-
Point.), to cognitive and employability skills (critical reflection, self-evalua-
tion, teamwork, and leadership). These skills are learned and practiced
throughout the project and can be of great benefit to the general education of
the whole individual.
Overcoming Pitfalls in Experiential ESL
Stem (1990), one of the first proponents of experiential learning in the teach-
ing of second languages, points out the existence of potential trouble spots in
teaching experientially. One of main pitfalls he notes is the potential for the
project to be more linguistically demanding than the level the students can
manage. This flies in the face of Krashen's (1985) i + 1 model. Krashen ad-
vises that students should be exposed to language that is a little above their
current level of proficiency. Expecting students to function at a much higher
level than their proficiency level will only induce frustration and a tendency
to lapse into their mother tongue, as indeed can be occasionally observed
during the running of a project.
A continual difficulty with any type of group work in ESL classes is
mother tongue use. Students working alone on a project, especially outside
of class, will be strongly tempted to slip into their native language when no
longer under teacher supervision. One way to counteract this difficulty is to
hold a reflective-type class session near the beginning of the term. Asking
groups to discuss questions like "What do you feel is your own role in
contributing to the successful language-learning of the other students in your

60 SONJA KNUTSON
group?" or "How do you feel when you try to speak English and others
switch to your native language-do you continue in English or do you
switch to your mother tongue as well? Why do you think you respond this
way?" Students need to be aware that they share the responsibility not only
for their own learning, but for the learning of the other students in the class
as well.
When a student dislikes group work, it can be a major difficulty for
teachers who are trying to incorporate any type of communicative approach
in the classroom. Students who have been in school systems that value
individual work exclusively may suffer a type of "culture shock" when
exposed to the concept of teamwork and group work so prevalent in North
American school culture (Parks, 2000). Unfortunately for students who resist
collaborative work, there are few classroom situations, and few professions,
in which the ability to function cooperatively in a team is completely un-
necessary. The advantage of experiential learning is that, through pre- and
post-reflection on questions about working in a group, these students can
explore their resistance to group work. Skillful debriefing by the facilitator
should encourage all students to discuss their frustrations with team work,
why they choose the roles that they take on in a particular group, and what
positive or negative past experiences they bring to their group work. The
self-awareness that can grow from these discussions may be important to the
students' futures not only in social and classroom use of the target language,
but to their future careers as postsecondary students or employees.
One of the thorniest issues that proponents of experiential philosophy
face is the issue of assessment. This is further complicated by the fact that
students who are taking ESL for the purpose of furthering their academic or
business careers must pass some type of English proficiency exam. Preparing
for these exams requires students to focus on their competence with various
forms and functions of the language. Experiential philosophy proposes that
learners set their own goals and assess themselves (Rogers, 1969). For stu-
dents who are trying to reach a certain standardized level of language skills,
self-evaluation is not always helpful; these students need to know that their
English is accurate enough to pass the exam. Experiential projects do, how-
ever, lend themselves well to rubric-style evaluation of employability skills
like teamwork and leadership and language skills, especially oral proficiency
(Lewis, Moss, & Van Duzer, 1998). Experiential learning assessment relies
primarily on formative assessment and is often accomplished through a
combination of self, peer, and teacher evaluation techniques collected in
portfolio format, along with any graded tests or papers, for a summative
evaluation (Padgett, 1994).
In deciding whether to incorporate experiential techniques into the class-
room, especially into an ESL class that concludes in a standardized test,
teachers need to remember that it is not a case of"all or nothing." Stem (1990)

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advocates what many educators already do: See the two philosophies as
complementary and develop a curriculum that incorporates both ap-
proaches. A comprehensive curriculum may be especially important when
working with adult learners, who often prefer explicit teaching and who may
initially resist or devalue group work (Spruck-Wrigley, 1998).
I have incorporated experiential teaching into intensive preuniversity
projects through careful selection of activities that are easily adapted experi-
entially like oral presentations and projects that make use of technology.
These experiential activities alternate with, and complement, more form-
focused and teacher-centered learning experiences. North American univer-
sities expect a great deal of team and group work, as well as a high level of
familiarity with technology, so experiential-type activities like creating a
Power-Point presentation help ESL students to acquire important university-
success skills. Although these skills will not be tested on an entrance exam,
they are enormously valuable to a student's ability to adapt to North
American university classroom expectations.
Potential ofExperiential ESL
The potential themes for project-based learning are endless and can be
adapted to any level: from literacy ESL to preuniversity academic ESL.
Teachers can adapt projects to suit the individual needs and interests of their
particular students, and by sequencing the activities through the phases of
experiential learning teachers can help ensure that the activities result in an
optimal environment for learning. ESL teachers have used many types of
projects: from debates, to video projects, to computer technology-based
products. Projects can be adapted to any level and any age of ESL learners.
Children can be involved in writing and illustrating their own versions of
classic fairy tales for display. In high school classes, drama or video projects
can help adolescents to feel more comfortable with oral production tasks and
to learn teamwork skills. Adult ESL students can participate in community-
based projects or form job or book clubs to assist each other with social and
cultural information. Advanced students can work in small teams to design,
research, and present lessons on important issues dealing with everything
from coping in the new culture to writing a research paper. University-
bound international students in programs oriented to academic ESL can
create class Web pages and Power-Point presentations on their field of study.
The implications of experiential learning are profound for the field of
SLA. It is rare that a language-learner learns in isolation; on the contrary,
language use is social, requiring learners to adapt not only to a new code for
expressing themselves, but also to become aware of new and different cul-
tural expectations, social norms, and practices (Wallerstein, 1983). Research
into the social construction of language, social identity of the language-
leamer, and theories of investment and motivation need to be further ex-

62 SONJA KNUTSON
plored in the context of experiential learning. Experiential learning, with its
emphasis on critical self-reflection, may prove to be a beneficial approach for
helping learners to negotiate social meaning and their own shifting identities
in a new culture. Other aspects of experiential ESL curriculum that need to be
studied include: the effect of creating a product for a wider audience; the
choosing of team roles and organizing of team work; the benefits arising
from having a voice and a forum in which to express opinions and ideas; and
the empowerment that arises from just simply hearing one's own voice
expressing ideas in a social context in another language.
Teaching practices derived from experiential philosophy have the poten-
tial to give public voice to those who have been marginalized, to empower
those who are fearful or shy, and to increase learners' ownership and respon-
sibility for their own learning (Wallerstein, 1983). Practitioners currently
involved in teaching ESL can make use of its potential to help students
negotiate far more than just the linguistic code. Through adapting experi-
entiallearning methods to current ESL teaching situations, teachers can help
learners to form positive identities of themselves as successful language-
learners and thus perhaps ease the often frustrating task of learning a new
language.
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