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

Innovation and identity in distance language learning and teaching

doi: 10.2167/illt45.0Innovation in distance language learning and teaching has largely focused on developments in technology and the increased opportunities they provide for negotiation and control of learning experiences, for participating in collaborative learning environments and the development of interactive competence in the target language. Much less attention has been paid to pedagogical innovation and still less to how congruence develops between particular pedagogical approaches, various technologies and the skills, practices, actions and identities of language learners and teachers. In this article I explore the process of innovation in distance language teaching from the point of view of key participants in the process, the teachers, and the ways in which their identities are disrupted and challenged as they enter new distance teaching environments. Innovative approaches to distance language teaching are analysed for the insights they provide into the sites of conflict and struggle experienced by teachers, experiences which have a major impact on their selves as distance teachers and on the course of innovation. To conclude I argue that attention to issues of identity can deepen our understanding of innovation, of the tensions that are played out in the experiences and responses of teachers, and of the ways they accept or resist the identity shifts required of them

What Constitutes Good Music?

Non-fiction by Cynthia Whit

The Jewel Box

Fiction by Cynthia Whit

Language tutors at the OUUK – their (e)-competencies in Open and Distance Learning

The OUUK has been teaching distance courses in languages for more than ten years. Students learn by means of specially-designed course materials, increasingly web-based resources and through direct interaction with tutors, who provide personalised feedback on the students’ assignments as well as offering tutorials for communicative practice. The role of OUUK tutors embraces, however, more than just teaching and giving feedback. They play a central role in supporting students in every aspect of their learning, forming the interface between the institution and the learner. The importance of the tutor role in ODL in general has been the subject of some informative research, but much less has been written about the skills needed by tutors of languages at a distance. This international research project has been set up to address this shortfall, and to gather evidence and insights into this particular role. The project aims to investigate the skills, attributes and (e-)competencies required by language tutors of whom a substantial number deliver the tuition online. Initially, a selected group of OUUK language tutors generated what they perceived to be the knowledge, skills and attributes necessary to carry out this complex and demanding role which included the requisite skills for online tuition delivery. In the next stage the outcomes they had produced were refined and regrouped by the researchers. In the third stage a wider sample of tutors commented and added to the listings. This paper will report on the findings so far and summarise the next stages which are planned

Gossip, an Evil of Society

Non-fiction by Cynthia H. Whit

God Will Wipe Away Every Tear - A Phenomenological Study of Two Faith-Based, Grief Support Groups

The purpose of this phenomenological, qualitative study was to describe the impact of GriefShare, a faith-based, grief support initiative for the participants at Diamondhead, Mississippi and Gulfport, Mississippi. The theory guiding this study was Robert Neimeyer’s social constructionist theory as it explains the meaning found in GriefShare’s narrative processes. The study participants were nine females and one male who attended at least three GriefShare sessions. The researcher interviewed and audio-recorded all participants using Otter ai. live transcription. The researcher used the constant comparison method and member checking to analyze the data collected during the interviews. As participants described their lived experiences of GriefShare, five themes emerged: (1) spiritual connection with others, (2) relationship with God, (3) qualified leaders led by God, (4) meaning found in videos and workbooks, and (5) perceived role of social support. The emerging themes described the impact of GriefShare among all participants, and the analysis supported Robert Neimeyer’s social constructionist theory. Culturally sensitive mental health professionals can use these findings to incorporate faith-based, grief support groups like GriefShare into their grief interventions. Recommendations for future research include quantitatively expanding the participant group to GriefShare participants across the U.S. for increased empirical value