Abstract
In this conceptual article, the authors explore the use of Activity Theory as a tool to build a framework for designing, modifying, or evaluating ESL/Multilingual Programs. Demographics of immigrant and emerging multilingual students within educational systems are continually evolving. Educational systems with emerging multilingual students are particularly vulnerable to this phenomenon and must meet changing needs that are often driven by outside influences. These changes might include: increases in immigration from varying student ethnicities, societal/political trends, socio-economic level of a community, legal regulations, and advanced educational research. Designing and evaluating educational programs within a system of change can be a daunting task. Activity theory is intended to be a supportive tool that is a practical and time-efficient approach for designing, modifying, and evaluating systemic programs for ESL/Multilingual education. This can serve as a clear roadmap for navigating through the journey of successful program design.
Recommended Citation
Bouchard, Margaret and Stegemoller, Jason. (). Applying the Framework of Activity Theory as an Ongoing Complementary Planning and Evaluation Tool for ESL/Bilingual Programs. How to (Meet) and Go Beyond Compliance. i.e.: inquiry in education: Vol. 18: Iss. 1, Article 11.Retrieved from: https://digitalcommons.nl.edu/ie/vol18/iss1/11