Distance learning of foreign languages

doi: 10.1017/S0261444806003727This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching

Innovate Magazine / Annual Review 2011-2012

This year\u27s issue highlights some of the ways the SJSU School of Library and Information Science is being a catalyst for global innovation, explores the tools SJSU SLIS master\u27s students and faculty use to interact in our innovative online learning environment, and describes some of the exciting career pathways our alum are pursuing.https://scholarworks.sjsu.edu/innovate/1000/thumbnail.jp

The effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation

This study considered the effects of trait emotional intelligence (trait EI; Petrides & Furnham, 2001) and sociobiographical variables (age, gender, education level, number of languages known, age of onset of acquisition, context of acquisition, frequency of use, socialization, network of interlocutors, self-perceived proficiency) on communicative anxiety (CA) in the first, and foreign language anxiety (FLA) in the second, third, and fourth languages of 464 multilingual individuals, in five different situations (speaking with friends, colleagues, strangers, on the phone, and in public). Data were collected via web-based questionnaires. Participants were divided into three groups based on their trait EI scores (low, average, high). Non-parametric statistical analyses revealed a consistent pattern of results across languages and situations. Higher levels of trait EI corresponded to significantly lower CA/FLA scores. Participants who started learning the L2 and L3 at a younger age also suffered less from FLA. Purely classroom-based language instruction was found to be linked to higher levels of FLA compared to instruction that also involved extracurricular use of the language. The knowledge of more languages, a higher frequency of use, a stronger socialization in a language, a larger network of interlocutors and a higher level of self-perceived proficiency in a language were also linked to lower levels of CA/FLA

Preparing millennials as digital citizens and socially and environmentally responsible business professionals in a socially irresponsible climate

As of 2015, a millennial born in the 1990's became the largest population in the workplace and are still growing. Studies indicate that a millennial is tech savvy but lag in the exercise of digital responsibility. In addition, they are passive towards environmental sustainability and fail to grasp the importance of social responsibility. This paper provides a review of such findings relating to business communications educators in their classrooms. The literature should enable the development of a millennial as an excellent global citizen through business communications curricula that emphasizes digital citizenship, environmental sustainability and social responsibility. The impetus for this work is to provide guidance in the development of courses and teaching strategies customized to the development of each millennial as a digital, environmental and socially responsible global citizen

The Faculty Notebook, March & May 2006

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Naming trouble in online internationalized education

This paper offers an analysis of cultural politics that emerged around naming practices in an ethnographic study of the interactions within an online MBA unit, offered by an Australian university to both ‘local’ Australian students and international students enrolled through a Malaysian partner institution. It became evident that names were doing important identity, textual and pedagogical work in these interactions and considerable interactive trouble arose over the social practices surrounding names. The analysis uses sociolinguistic concepts to analyse selected slices of the online texts and participants' interview accounts. The analysis shows how ethnocentric default settings in the courseware served to heighten and exacerbate cultural difference as a pedagogical problem. These events are related to the larger problematic of theorising the context of culture in times of globalisation and increasingly entangled educational routes, with implications for the enterprise of online internationalised education

Open educational resources : conversations in cyberspace

172 p. : ill. ; 25 cm.Libro ElectrónicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni

Roots Reloaded. Culture, Identity and Social Development in the Digital Age

This edited volume is designed to explore different perspectives of culture, identity and social development using the impact of the digital age as a common thread, aiming at interdisciplinary audiences. Cases of communities and individuals using new technology as a tool to preserve and explore their cultural heritage alongside new media as a source for social orientation ranging from language acquisition to health-related issues will be covered. Therefore, aspects such as Art and Cultural Studies, Media and Communication, Behavioral Science, Psychology, Philosophy and innovative approaches used by creative individuals are included. From the Aboriginal tribes of Australia, to the Maoris of New Zealand, to the mystical teachings of Sufi brotherhoods, the significance of the oral and written traditions and their current relation to online activities shall be discussed in the opening article. The book continues with a closer look at obesity awareness support groups and their impact on social media, Facebook usage in language learning context, smartphone addiction and internet dependency, as well as online media reporting of controversial ethical issues. The Digital progress has already left its dominating mark as the world entered the 21st century. Without a doubt, as technology continues its ascent, society will be faced with new and altering values in an effort to catch-up with this extraordinary Digitization, adapt satisfactorily in order to utilize these strong developments in everyday life

Integrating Authentic Digital Resources in Support of Deep, Meaningful Learning

"Integrating Authentic Digital Resources in Support of Deep, Meaningful Learning," a white paper prepared for the Smithsonian by Interactive Educational Systems Design Inc., describes instructional approaches that apply to successful teaching with the Smithsonian Learning Lab.After defining its use of terms such as deeper learning and authentic resources the authors review the research basis of three broad approaches that support integrating digital resources into the classroom:Project-based learningGuided exploration of concepts and principlesGuided development of academic skillsThese approaches find practical application in the last section of the paper, which includes seven case studies. Examples range from first-grade science, to middle-school English (including ELL strategy) to a high-school American government class. In each example, students study and analyze digital resources, going on to apply their knowledge and deepen their understanding of a range of topics and problems