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What is LAPLI

Chapter 2
Handbook of Research on Collaborative Learning Using Concept Mapping
The Language Learning Lab (Laboratório de Aprendizagem de Línguas) is a blended methodology for foreign language teaching / learning / acquisition created by Rita Marriott for her Masters in 2004. It makes use of technology that allows for synchronous and asynchronous communication, and a pedagogical methodology based on 1. students active participation in the learning process; 2. use of the foreign language as a tool to perform activities; 3. learning mediated by tutors/teachers; 4. collective construction of knowledge that emerges from exchanges between students; 5. interactivity amongst all involved in the process; 6. encouragement of the processes of expression and communication; 7. flexibilisation of roles in the communication process in order to allow for the collective construction of knowledge; 8. acceptance of the diversities and differences of students; 9. development of students’ autonomy in the learning process; 10. value of freedom with responsibility; 11. respect to authorship; 12. value given to both the process and the product.
Published in Chapter:
Collaborative Learning and Concept Mapping for Language Teaching
Rita de Cássia Veiga Marriott (University of Birmingham, UK)
Copyright: © 2010 |Pages: 22
DOI: 10.4018/978-1-59904-992-2.ch002
Abstract
This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.
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