Technology continues to spread throughout the world, and it seems that this trend will continue for some time. Many students have been left behind because the focus has been largely on viewing computer screens and communicating without the use of a voice, through text messages and chatting.
This project is based on the humanistic approach, and it is designed to promote activities that involve group work, taking the students outside of the classroom, and building a familial support system within the classroom by promoting class chemistry.
The project outlines activities that involve more communication and collaborative activities because these enable students to acquire the target language with more ease, and they prevent everyone from being isolated on a computer screen.
The project will also help eliminate anxiety by taking the classroom outside, where the target language is more naturally used in “real-life” circumstances to build critical thinking skills and let them explore the language by speaking to native-born speakers. This is designed to help students encourage each other so that they can understand each other and native English speakers.
Lastly, the project was intentional in wanting to build a more unified classroom so that everyone feels a part of it. In doing so, this curriculum will help to reduce shyness and other elements that hinder the success of attaining a new language. Teachers and students alike will benefit from this project because it creates a new form of excitement that should be utilized to gain confidence, newfound energy, and a delightful unified class atmosphere that is missing in language learning courses.
","abstract_html":"<p>Technology continues to spread throughout the world, and it seems that this trend will continue for some time. Many students have been left behind because the focus has been largely on viewing computer screens and communicating without the use of a voice, through text messages and chatting.</p> <p> This project is based on the humanistic approach, and it is designed to promote activities that involve group work, taking the students outside of the classroom, and building a familial support system within the classroom by promoting class chemistry.</p> <p> The project outlines activities that involve more communication and collaborative activities because these enable students to acquire the target language with more ease, and they prevent everyone from being isolated on a computer screen.</p> <p> The project will also help eliminate anxiety by taking the classroom outside, where the target language is more naturally used in “real-life” circumstances to build critical thinking skills and let them explore the language by speaking to native-born speakers. This is designed to help students encourage each other so that they can understand each other and native English speakers.</p> <p> Lastly, the project was intentional in wanting to build a more unified classroom so that everyone feels a part of it. In doing so, this curriculum will help to reduce shyness and other elements that hinder the success of attaining a new language. Teachers and students alike will benefit from this project because it creates a new form of excitement that should be utilized to gain confidence, newfound energy, and a delightful unified class atmosphere that is missing in language learning courses. </p>","abstract_has_math":false,"creators":["Lopez, Alex M"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["Luz Navarrette Garcia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-16T08:00:00Z","date_published":"2016-12-16T08:00:00Z","updated_at":"2026-07-24T05:43:46Z","subjects":["TESOL","language learners","second language acquisition","ESL","Field Trip","Outdoor learning","Bilingual, Multilingual, and Multicultural Education","Curriculum and Social Inquiry","Education","Other Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/447","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Luz Navarrette Garcia"]},{"key":"dc:creator","label":"Author","values":["Lopez, Alex M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-09T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["TESOL","language learners","second language acquisition","ESL","Field Trip","Outdoor learning","Bilingual, Multilingual, and Multicultural Education","Curriculum and Social Inquiry","Education","Other Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/447"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Technology continues to spread throughout the world, and it seems that this trend will continue for some time. Many students have been left behind because the focus has been largely on viewing computer screens and communicating without the use of a voice, through text messages and chatting.
This project is based on the humanistic approach, and it is designed to promote activities that involve group work, taking the students outside of the classroom, and building a familial support system within the classroom by promoting class chemistry.
The project outlines activities that involve more communication and collaborative activities because these enable students to acquire the target language with more ease, and they prevent everyone from being isolated on a computer screen.
The project will also help eliminate anxiety by taking the classroom outside, where the target language is more naturally used in “real-life” circumstances to build critical thinking skills and let them explore the language by speaking to native-born speakers. This is designed to help students encourage each other so that they can understand each other and native English speakers.
Lastly, the project was intentional in wanting to build a more unified classroom so that everyone feels a part of it. In doing so, this curriculum will help to reduce shyness and other elements that hinder the success of attaining a new language. Teachers and students alike will benefit from this project because it creates a new form of excitement that should be utilized to gain confidence, newfound energy, and a delightful unified class atmosphere that is missing in language learning courses.
"]},{"key":"dc:title","label":"Title","values":["Humanistic Approach vs. Technological Approach: Accelerate Language Learning by Having Fun In the Sun"]}]}],"canonical_facts":{"dc:contributor":["Luz Navarrette Garcia"],"dc:creator":["Lopez, Alex M"],"dc:date.available":["2016-12-09T08:00:00Z"],"dc:description.abstract":["Technology continues to spread throughout the world, and it seems that this trend will continue for some time. Many students have been left behind because the focus has been largely on viewing computer screens and communicating without the use of a voice, through text messages and chatting.
This project is based on the humanistic approach, and it is designed to promote activities that involve group work, taking the students outside of the classroom, and building a familial support system within the classroom by promoting class chemistry.
The project outlines activities that involve more communication and collaborative activities because these enable students to acquire the target language with more ease, and they prevent everyone from being isolated on a computer screen.
The project will also help eliminate anxiety by taking the classroom outside, where the target language is more naturally used in “real-life” circumstances to build critical thinking skills and let them explore the language by speaking to native-born speakers. This is designed to help students encourage each other so that they can understand each other and native English speakers.
Lastly, the project was intentional in wanting to build a more unified classroom so that everyone feels a part of it. In doing so, this curriculum will help to reduce shyness and other elements that hinder the success of attaining a new language. Teachers and students alike will benefit from this project because it creates a new form of excitement that should be utilized to gain confidence, newfound energy, and a delightful unified class atmosphere that is missing in language learning courses.
"],"dc:identifier":["https://repository.usfca.edu/capstone/447"],"dc:subject":["TESOL","language learners","second language acquisition","ESL","Field Trip","Outdoor learning","Bilingual, Multilingual, and Multicultural Education","Curriculum and Social Inquiry","Education","Other Education","Teacher Education and Professional Development"],"dc:title":["Humanistic Approach vs. Technological Approach: Accelerate Language Learning by Having Fun In the Sun"],"thesis:degree_discipline":["Teaching English as a Second Language"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:46Z"}