Our design project focuses on a language learning app (¡¿Sos Tico?!) intended for English-speaking newcomers to Costa Rica with foundational Spanish. The app teaches vocabulary relevant to multiple contexts that newcomers need, like introductions, food, and emergencies. It also teaches cultural expressions essential to the assimilation into Costa Rican culture. Additionally, the app includes a social space where users can share their experiences, successes, and struggles. There are several scholars whose ideas about learning environments are relevant to second language acquisition in mobile-assisted language learning, including:
Stephen Krashen: Krashen’s theory of second language acquisition (Krashen, 2008) posits that language is acquired through exposure to comprehensible input in a low-anxiety environment. In mobile-assisted language learning, learners should have access to authentic language input tailored to their proficiency level and delivered in an engaging and not overly stressful way.
John Dewey and David A. Kolb: Dewey’s theory of experiential learning and Kolb’s elaboration emphasize the importance of hands-on, interactive learning experiences that allow learners to engage with the material meaningfully (Kolb, 2014). In the context of mobile-assisted language learning, learners should be able to interact with language input in various ways, such as through games, videos, and interactive exercises that reflect real life and involve learning through doing beyond the classroom.
Lev Vygotsky: Vygotsky’s sociocultural theory (Kozulin, 2012) emphasizes the role of social interaction in learning. In the context of mobile-assisted language learning, this means that learners should have opportunities to interact with other native Spanish speakers, as well as fellow learners.
James Gee: Gee’s theory of situated language learning emphasizes the importance of learning in authentic contexts relevant to learners’ lives (Gee, 2012). In the context of mobile-assisted language learning, learners should have access to language input relevant to their interests and goals, and that allows them to practice using language in real-world situations.
Mobile Assisted Language Learning
Our team chose MALL (mobile-assisted language learning) as it's typically viewed as a more modern and innovative approach, as well as more familiar in our collective experience.
Acculturation
Acculturation focuses on how individuals adapt to a new culture. It suggests that newcomers may experience varying degrees of acculturation, ranging from assimilation (fully adopting the culture in Costa Rica) to separation (maintaining their original culture and avoiding contact with the culture in Costa Rica).
Intersectionality
Intersectionality considers how multiple dimensions of identity (such as race, ethnicity, gender, sexuality, and socioeconomic status) intersect and influence an individual’s experiences (Stockwell, 2022).
Globalization
Globalization has led to increased mobility and interconnectedness around the world. As such, newcomers to Costa Rica may be part of a global trend of transnational migration and may have unique experiences and challenges related to their cross-border connections and identities. The educational media and activities will be framed using the SECTIONS model (Bates, 2019). It is a comprehensive and very efficient framework for selecting and using educational media and technology that enables us to make effective decisions.