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

Student Language Use in a One-way Mandarin Immersion Classroom: A Sociolinguistic Perspective

The trend of expanding language immersion access to all students calls for further research in multiple contexts, especially those with a sociolinguistic lens. Potowski (2004), among a few systematic language use researchers, conducted an investigation in an upper-grade two-way Spanish immersion classroom and utilized the identity investment concept in interpreting language use data for the first time. Her study inspired me to conduct the present research that describes language use by four first-grade students during mathematics and Language Arts instruction in a oneway fifty-fifty Mandarin immersion classroom in an urban public school in the heart of an African-American community in the Northwest. As a seasoned immersion educator, I explored interactions among linguistic input (Krashen, 1982), output (Swain, 2000), transfer (Cummins, 1979), and sociocultural identity (Norton, 2006; Potowski, 2004). This qualitative research involved observations using video- and audio- recordings with four focal students wearing lapel microphones over five weeks, followed by a semi-structured focus group interview. A total of 3,090 speech turns were coded and analyzed under five categories: the number of speech turns, vocabulary, grammar, linguistic functions, and other themes that emerged from the interview. Overall, students used Mandarin 61% of the time, a higher percentage than in Potowski’s (56%) study. Findings support the use of diglossia though not all students exhibited this behavior. Data indicated that the time factor alone cannot account for target language outcomes. The African-American girl, Abelina (a pseudonym), with the least exposure to Mandarin prior to enrollment at the researched school outperformed her native English-speaking peers. Her motivation, learning strategies, social identity, and Creole background may have contributed to her success. Implications for changes in immersion curriculum and instruction as well as calls for future research on trilingual education are shared

Program evaluation of Western Illinois University\u27s English language learner online module

An issue faced by educators throughout the United States is how to successfully educate preservice teachers on various laws, cultural differences, attitudes, and current teaching strategies affecting English Language Learners (ELL) and their educators. Western Illinois University (WIU) implemented an online ELL Module in 2009 that all preservice teachers were required to successfully complete in order to finish their degree programs. This research was designed to evaluate the effectiveness of online features and ELL content from the perspective of current students, graduates and faculty. An online data gathering process surveyed each target group regarding their experience with the ELL Module. Faculty and students were surveyed and historical data from the content management system was retrieved to assess instructional strategies, assessment success, focus of content and applicability to actual classroom instruction of ELL learners. Findings included that the ELL Module topics were worthwhile and educational. Students reported their use of the videos and web-based materials provided, and they indicated that 24/7 availability was important. The actual integration of the module into a class demonstrated an effective strategy for implementation. Students who spent more time exploring the module content showed more frequent first attempt success with the module lessons\u27 assessment. Conclusions included the importance of web-based resources with round the clock availability. Faculty clearly desired face-to-face opportunities with students even though the ELL Module was designed for online delivery. Lesson content focus did affect the amount of time students spent in the lesson even though the lessons were weighted equally. The recommendations resulting from this program evaluation include adding strategy specific videos and encouraging students to spend more time exploring the material currently available to them through the ELL Module to facilitate success in the lesson assessment. Also offering the ELL Module as an integrated portion of a preexisting course or creating an ELL blended course for all education majors provides faculty with their preference for having direct contact with students to promote lively discussions. Finally, actively sharing material from the ELL Module, on the College of Education and Human Service\u27s website supports the preparation of preservice teachers for future experience

Building a Positive Teacher and Student Identity in the Chinese DLI Context

This portfolio contains a selection of the author’s research interests and learning achievements while in the Master Second Language Teaching (MSLT) program at Utah State University (USU). It represents the author’s investigation, observation, and reflection as an MSLT student and as a Chinese teacher and coordinator for the Chinese Dual Language Immersion (DLI) program in Utah. The first section of the portfolio contains the author’s teaching perspectives including professional environment, teaching philosophy statement, and professional development through teaching observations. These perspectives represent her professional growth over the years in the field of Chinese teaching in the DLI setting. The second section consists of two research perspectives. They demonstrate the author’s research interests that aligned with her teaching perspectives as a Chinese DLI practitioner. Lastly, an annotated bibliography is included with further discussion of pedagogical implications for the Chinese DLI classroom

Dissertations and theses on technology and L2 LEARNING (2000-2015)

This list has been updated with an eye towards providing working links to actual dissertation texts. Permanent links available free of charge through university databases have been privileged; for-profit enterprises that sell dissertation manuscripts have been listed when universities do not provide for the electronic dissemination of these documents. Manuscripts that are not available by either of these means are nevertheless listed as we hope to provide the most complete coverage of dissertations in the field of CALL that is possible. You will notice that the reference list style is somewhat different than what is suggested by APA. We decided upon a format that includes the name of the institution where the dissertation was completed such that a quick scan of the list reveals where people are studying CALL related themes—and which universities are field leaders in terms of freely distributing dissertations. If you notice that dissertations completed at your institution have not been included, please send us the references, so we can update this list yearly

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum