3. Rationale

The Deep Approach emphasizes the learning process over specific products.

Therefore, language materials are only tools for deep learning. Instructors and learners are encouraged to utilize these tools to achieve their goals. They are even encouraged to go beyond the limits of what is readily available to them, and develop their own customized materials.

Each learner is unique in many ways, so language learning should be unique as well.  Students are invited to discuss their interests in life, and verify which topics would best match their life goals. This is the condition for intrinsic motivation to energize self-directed learning.

 

Here is what makes this approach distinct:

The students are placed in charge of building their own curriculum and projects to achieve their own desired expertise, using accountability measures through instructional agreements. 

The basis of the students’ curriculum building is the teacher’s provision of literary and multimedia resources organized adaptively. The teacher becomes expert in scaffolding and facilitating feedback.

The focus is on deep processing, not standardized outcomes similar for all. There is room for diversity and flexibility, non-native speaker comfort, code-switching, and unique perspectives. 

Knowledge is not a ‘thing’ that can be taught as an object: it is understood as deep, subjective and intersubjective, inseparable from the identity process.  Depth is defined in opposition to the commodification and commoditization of knowledge. Educative projects are open and become ways of preventing knowledge crystallization and sedimentation. Rather, it is about situated knowledge in action.

The Deep Approach targets transdisciplinary values for a more sensible and wiser world—this way language learning becomes the means toward conflict resolution, ending war and poverty, re-greening the planet, and turning to politics for the human. Yet, rather than a dualistic view, the principle of the included middle (or third space) is applied, through which two apparently opposed elements can be integrated at a higher (still relative) level.

language policy rationale
 

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