Adapting to Virtual Third-Space Language Learning Futures

Adapting to Virtual Third-Space Language Learning Futures

Astrid Gesche (Queensland University of Technology-Brisbane, Australia)
DOI: 10.4018/978-1-59904-994-6.ch032
OnDemand PDF Download:
$37.50

Abstract

This chapter provides a basis for thinking about the dynamics and boundaries of foreign language learning in virtual learning communities of the future. It is suggested that their members increasingly create and operate in so called Virtual Third Spaces. Teaching and learning in these environments requires an adaptive pedagogy that goes beyond mere enthusiasm and technophilia to render them successful. Adaptations in pedagogical practice are proposed in three categories: (1) affective, (2) cognitive, and (3) operational. Consideration is given to the roles of both the learner and educator. Attention is also drawn to an important ethical dimension pertinent for the online virtual environment, but seldom mentioned in the language learning literature: data and information privacy. The chapter concludes by imagining some online language learning futures.
Chapter Preview
Top

Background

On the Web, Virtual Third Spaces are created within virtual learning communities. Virtual learning communities strive toward being supportive and collaborative groups of learners, practitioners, and/or professionals who come together for a common purpose. They engage in sharing ideas and using their individual experiences, knowledge, and resources to address or solve specific problems or to undertake a particular project creatively and collaboratively (Wenger, 1999). While these communities currently require expensive setups, the next-generation technologies are getting smaller; are more intuitive, less costly, and increasingly mobile; changing the way many people will conduct their affairs in the future, with important consequences for students. Virtual learning is one aspect of that change. Virtual learning communities have arisen for several reasons, some of which are outlined by Lewis and Allan (2005), such as:

  • Working and communicating with others, even across national borders

  • Pursuing cooperative and collaborative partnerships

  • Solving problems together efficiently and effectively

  • Decreasing the cost of travel and other incidentals

  • Allowing for continuous learning and professional development

For language learners, some additional reasons can be mentioned, such as:

  • Providing novel platforms for mediated language learning

  • Creating exciting transcultural communicative spaces

  • Facilitating intercultural communication

  • Increasing opportunities for complex, real-life, immersive encounters

Key Terms in this Chapter

Cookie: Short sequence of information stored on a person’s computer after he or she has visited a Web site. Cookies can have privacy implications.

Social Networking Site: Sites such as Second Life®, MySpace, Facebook, and YouTube that provide a forum for people to share thoughts and experiences with others by communicating and socializing on the Internet.

Language Learning Environment: The physical and/or virtual setting in which language learning occurs.

Online Learning: Learning delivered by Internet-based technologies.

Virtual Third Space: A a largely porous entity on the Web. It may be entered as a real or virtual person. It facilitates and supports learning. Collaboration is inquiry-driven and process-orientated. Participants are frequently used as resources. Links to secondary clusters of social networks or external information resources are common. A strong group identity usually exists. Communication is often mediated, brief and informal.

Privacy: “The interest that individuals have in sustaining a ‘personal space,’ free from interference by other people and organizations” (Clarke, 2006).

Asynchronous Learning: Learning takes place intermittently, with a time delay for interactions between instructor-learner, learner-learner, or learner-network technology. Asynchronous Web-based learning is a special form of asynchronous learning that occurs in cyberspace with learners using computers, networked communication technologies, and the World Wide Web to access remote learning opportunities, other people, and resources at will.

Synchronous Communication: Real-time communication during which two or more learners communicate with each other at exactly the same time. In this chapter, it specifically refers to communication in the online environment.

Virtual: Not concrete. For example, virtual learning does not take place in a building, but instead is held over the Internet.

Blended Learning: An approach to learning that combines various off-line and online delivery media and modes that are designed to complement and support each other to promote learning. It may include traditional face-to-face instruction, synchronous e-learning, online collaborative learning, asynchronous self-paced study, or, when used in the workplace, specific just-in-time performance support tools.

IP (Internet Protocol): Describes the international standard for addressing and sending data via the Internet.

Data Privacy: Personal data should not be automatically available to other persons or organizations. Even if data have been processed, each individual should be able to exercise his or her right to control access to data and related information.

Complete Chapter List

Search this Book:
Reset
Editorial Advisory Board
List of Reviewers
Table of Contents
Foreword
Norbert Pachler
Preface
Rita de Cássia Veiga Marriott, Patricia Lupion Torres
Acknowledgment
Rita de Cássia Veiga Marriott, Patricia Lupion Torres
Chapter 1
Pascual Pérez-Paredes, Maria Sánchez-Tornel
The research we report is a pilot study carried to test English as a Foreign Language (EFL) students’ reception of an electronic foreign language... Sample PDF
Understanding E-Skills in the FLT Context
$37.50
Chapter 2
Antônio Carlos Soares Martins, Junia de Carvalho Fidelis Braga
The discussions presented herein emerged from two empirical studies in progress:“Online Learning Communities in the Realm of Complexity” and “The... Sample PDF
The Emergence of Social Presence in Learning Communities
$37.50
Chapter 3
CALL as Action  (pages 39-52)
Vilson J. Leffa
The objective of this chapter is to offer a new approach for research in Computer-Assisted Language Learning (CALL). It starts with the assumption... Sample PDF
CALL as Action
$37.50
Chapter 4
Vera Lucia Menezes de Oliveira e Paiva, Adail Sebastiao Rodrigues-Junior
This pedagogical and methodological chapter aims at contributing to increasing Web teachers’ awareness of the different ways teachers and students... Sample PDF
Investigating Interaction in an EFL Online Environment
$37.50
Chapter 5
Euline Cutrim Schmid
This chapter discusses the concept of integrated CALL by drawing upon data collected for a PhD research project that investigated the impact of... Sample PDF
Interactive Whiteboards and the Normalization of CALL
$37.50
Chapter 6
Alexandra Okada
This chapter presents new methodologies designed to facilitate language acquisition in open learning communities via open educational resources and... Sample PDF
OpenLearn and Knowledge Maps for Language Learning
$37.50
Chapter 7
Ria Hanewald
This chapter provides an overview of the field of digital objects and repositories. It introduces the concepts of digital objects and repositories... Sample PDF
Learning Objects: Projects, Potentials, and Pitfalls
$37.50
Chapter 8
Patrica Lupion Torres, Rita de Cassia Veiga Marriott, Andreia Ferreira Ramos
This chapter presents the experience of production and use of learning objects (LOs) for English-language learning at the Pontificia Universidade... Sample PDF
English-Language Teaching with Learning Objects at PUCPR
$37.50
Chapter 9
Zhuo Li, Feng Liu, Jeff Boyer
The purpose of this chapter is to investigate the present use of e-gaming in language acquisition along with its potential and challenges. We review... Sample PDF
Amusing Minds for Joyful Learning through E-Gaming
$37.50
Chapter 10
Jowati Juhary
This chapter analyses the challenges in adapting a non-language learning courseware (NLLC) for a military learning environment. The National Defense... Sample PDF
A Non-Language Learning Courseware and its Challenges
$37.50
Chapter 11
Marcus Vinicius dos Santos, Isaac Woungang, Moses Nyongwa
The increasing importance of e-learning has been a boosting element for the emergence of Internet-based educational tools. As we move into the... Sample PDF
A Pliant-Based Software Tool for Courseware Development
$37.50
Chapter 12
Aysegül Daloglu, Meltem Baturay, Soner Yildirim
This chapter outlines how the constructivist approach can be implemented in Web-based vocabulary teaching, characteristics of effective Web-based... Sample PDF
Designing a Constructivist Vocabulary Learning Material
$37.50
Chapter 13
Yasunori Nishina
This chapter suggests an effective method for lexical studies using Moodle within the framework of data-driven learning based on parallel... Sample PDF
A Lexical Study Based on Corpora, DDL, and Moodle
$37.50
Chapter 14
Vander Viana, Sonia Zyngier
Like the advent of the telescope, computers today can provide ways of looking into language patterns that cannot be seen with the naked eye. From... Sample PDF
EFL through the Digital Glass of Corpus Linguistics
$37.50
Chapter 15
Jing Wang
This chapter introduces a series of studies carried out with intermediate learners of Chinese regarding the reading of authentic e-materials with... Sample PDF
Electronic Strategies to Improve Chinese Reading Skills
$37.50
Chapter 16
Margaret Murphy, Cristina Poyatos Matas
This chapter argues that politeness is an important component of e-mail language. Many people are uncertain about how to make their e-mail polite... Sample PDF
Politeness in Intercultural E-Mail Communication
$37.50
Chapter 17
Neny Isharyanti
Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively... Sample PDF
Interactional Modifications in Internet Chatting
$37.50
Chapter 18
Sedat Akayoglu, Arif Altun
This chapter aims at describing the patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication by using... Sample PDF
The Functions of Negotiation of Meaning in Text-Based CMC
$37.50
Chapter 19
Esrom Adriano Irala, Patrica Lupion Torres
This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this... Sample PDF
The Use of the CMC Tool AMANDA in the Teaching of English
$37.50
Chapter 20
Christine Rosalia, Lorena Llosa
This chapter reports on an instrument that was developed to formatively assess the quality of feedback that second language students give to one... Sample PDF
Assessing the Quality of Online Peer Feedback in L2 Writing
$37.50
Chapter 21
Betty Rose Facer, M’hammed Abdous, Margaret M. Camarena
As part of an initiative to enhance the humanities’ use of emerging technologies, the Department of Foreign Languages and Literatures at Old... Sample PDF
The Impact of Academic Podcasting on Students' Learning Outcomes
$37.50
Chapter 22
Mahieddine Djoudi
The use of the mobile devices in language learning has been developed at a very high speed in the last years. Thus, we are witnessing many research... Sample PDF
Listening Comprehension of Languages with Mobile Devices
$37.50
Chapter 23
Huw Jarvis
This chapter reports on a quantitative study that examines how language students make use of an extensive range of computer-based materials (CBMs)... Sample PDF
Computers and Independent Study: Student Perspectives
$37.50
Chapter 24
Renata Chylinski, Ria Hanewald
This chapter reports on a study undertaken on the impact of pedagogical and technological innovations in language teaching and language learning... Sample PDF
Creating Supportive Environments for CALL Teacher Autonomy
$37.50
Chapter 25
Mar Gutiérrez-Colon Plana
Many language teachers, students, and institutions of virtual learning environments are well acquainted with the feelings of loneliness and... Sample PDF
Frustration in Virtual Learning Environments
$37.50
Chapter 26
Sarah Guth, Corrado Petrucco
This chapter describes how the social software tools that characterize Web 2.0, such as wikis and blogs, can be used as a valid substitute for more... Sample PDF
Social Software and Language Acquisition
$37.50
Chapter 27
Bryan Carter, Dayton Elseth
Within academia, distance learning as an approach to education has its share of skeptics. Regardless of how some feel about the methodology, it has... Sample PDF
The Usefulness of Second Life for Language Learning
$37.50
Chapter 28
Irene Mamakou
Interest in the integration of language learning with knowledge/content construction is growing around the world. In this line, an instructional... Sample PDF
Project-Based Instruction for ESP in Higher Education
$37.50
Chapter 29
Ma Camino Bueno Alastuey
The adaptation to the European Space of Higher Education and to the new demands of the labor market has produced a shift in university education... Sample PDF
WebCT Design and Users' Perceptions in English for Agriculture
$37.50
Chapter 30
Heli Simon, Päivö Laine, Ann Seppänen, Ana Barata, Carlos Vaz de Carvalho
This chapter presents the tutoring methodology adopted in an e-learning language course for students in vocational training and higher education as... Sample PDF
The LAFEC Experience for Language Skills Acquisition
$37.50
Chapter 31
Christian Swertz, Rosa Schultz, Katharina Toifl
This chapter reports the concept development and evaluation results from the project LANCELOT (LANguage learning with CErtified Live Online... Sample PDF
Language Teaching in Live Online Environments
$37.50
Chapter 32
Astrid Gesche
This chapter provides a basis for thinking about the dynamics and boundaries of foreign language learning in virtual learning communities of the... Sample PDF
Adapting to Virtual Third-Space Language Learning Futures
$37.50
Chapter 33
Chaka Chaka
This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL)... Sample PDF
Portable Handheld Language Learning from CALL MALL to PALL
$37.50
About the Contributors