Learn or earn? Making sense of language teaching and learning at a Mexican University through a Change Laboratory intervention

The Change Laboratory methodology has already established itself as an effective tool to conduct practice-based interventions inspired by cultural-historical activity theory principles, but there may still be a need to use it in a wider range of cultural contexts and disciplines. This study reports on the implementation of a Change Laboratory intervention in foreign language education at a University in Central Mexico. It shows the validity of the methodology, contradictions affecting the learning and teaching activity systems, and possible joint resolutions. The results indicate that further work is required locally to achieve greater levels of social and personalized learning, and to increase language learning awareness.