Mixed Reality Environments in Teaching and Learning English

Mixed Reality Environments in Teaching and Learning English

Nooshan Ashtari (University of Central Florida, USA)
DOI: 10.4018/978-1-5225-5463-9.ch011

Abstract

The purpose of this chapter is to familiarize readers with various forms of mixed reality environments that are used in different countries in the field of education including teaching and learning English. MiRTLE, The MARVEL Project, TIWE Linguistico, SMALLab, Virtual Touch Toolkit, SimSchool®, Second Life, and TLE TeachLivE™ are some of these technological advances that will be discussed in detail. Further explanation about the current and future use of TLE TeachLivE™ as well as other possible forms of mixed reality environments is also provided. The chapter concludes with current limitations of mixed reality environments and potential future research and applications.
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Immigration And Language

Even though immigration in its many forms has played a key role throughout human history, the Great Depression of the 1930s and the aftermath of the World Wars brought forth new waves of immigrants toward different countries around the globe (Pedraza, 1995; Chiesa, Scott, & Hinton, 2002). The 1960s also saw a great shift in large-scale immigration as the global market started flourishing, transportation became easier, and new technologies facilitated the interconnectedness of the world (Reimers & Troper, 1992; Meyers, 2004).

According to the data from the International Migration Report of the United Nations (2016), the number of immigrants worldwide has increased from 173 million in 2000, to 222 million in 2010, and 244 million in 2015 respectively. Additionally, this rapid growth of international immigrants may be doubled by 2050 (Süssmuth, 2007). It is predicted that by the year 2040 in the United States alone, immigrant children will make up at least one-third of the overall student population in schools (Meyers, 2004; Suarez-Orozco, Suarez-Orozco & Todorova, 2010). The majority of the newcomers do not speak the main language of the new country, thus making their integration in the dominant society more challenging. In the case of English speaking countries with large-scale immigration annually such as the United States, policy makers and teachers seek different ways to make learning and teaching the target language easier for the learners.

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