AsiaTEFL Logo        The Journal of AsiaTEFL
The Journal of AsiaTEFL
Articles By Subject
Current Issue
Past Issues
Special Issue
Information of the Journal
Editorial Board
Submission Guidelines
Ethical Guidelines
Manuscript Submission
Journal Order
User Information
Today 142
Total 692,300
Current Issue
Go List

Volume 9 Number 2, Summer 2012, Pages 1-148   

PDF Download

Situated Learning: Rethinking a Ubiquitous Theory

    Rod Pederson

Situated Learning has become a ubiquitous concept in a variety of fields across academia. Commonly understood in terms of the pedagogical utility of contextualizing content knowledge, the generally accepted meaning of situated learning within applied linguistics has remained static. However, critical, post-structural, and postmodern approaches to education and applied linguistics have conflated conceptions of situated learning to include broader interpretations of the concept of situating that include the contextualization of content knowledge into multiple contexts, forms of praxis and theorizing, and a form of inquiry in itself. The purpose of this paper is to unpack how the basic theory of situated learning is related to a wide array of theories that use the basic concept of situating knowledge as a central tenet. In doing so, the author suggests that a more inclusive theory of situated learning is warranted.