Language resources

Language learning, social media and development of language resources

The aim of this key dialogue is to analyse, understand and make recommendations of the essential quality of second language teaching and learning through use of social media, the roles of key players in the field of development of language resources and  a high level of pedagogical support.

Some of the question this key dialogue deals with are:

• Is web 2.0 the future of language learning or just another method among many?
• Is the influence of web 2.0 resources on learning practices being overrated, as happened with media in the 70s?
• How do language resources evolve together with communities in social media applications?

About our activities:

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WEBINAR

Language resources and Web 2.0 – the latest hype or new perspectives?

The announcement of venue is  in English and in French and the poster

The video of the webinar is now online:

https://sas.elluminate.com/p.jnlp?psid=2010-10-01.0450.D.FD46A5B802A82FEA931B2D3F8B1D24.vcr&sid=vclass

(please wait a couple of minutes for the video to load)

A debate on the challenges (and controversies) of social media and their role in the development of language resources and in empowering language learning communities. The invited speakers are Regine Haschka-Helmer (Palabea), Marie-Noëlle Lamy (Open University, UK) and Kirsten Winkler (independent blogger). The profile of each speaker is in Expert video. The Moderator was Linda Rath-Wiggins (Deutsche Welle).

The event was hosted at the University of Luxembourg and is organised by the institutions, members of work group 4 of the “language learning and social media” network. In addtion,it was sponsored by Elluminate videoconferencing system, Fonds National de la Recherche Luxembourg, mesure d’accompagnement AM1 and European Commission, Lifelong Learning Programme

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A shared video library with 1-minute interviews of face-to-face participants is available here: http://vimeo.com/ls6network/channels

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FORUM

An open forum discussion  was  launched for 2 monthes just after the webinar and shared various public opinions

http://elearningeuropa.info/en/forums/language-learning-social-media-and-development-language-resources/forum-language-learning-soc

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REFERENCE

The following study published by the organisers, closely related to the debate, gives an insight into current issues in language resources development practices through

• A Study : language learning: resources and networks.

English version (6.05 MB).

French version (4.7 MB)

Co-produced by two media companies (Deutsche Welle, Radio France Internationale) and two research groups (University of Grenoble III, University of Luxembourg), the study is expected to shed some light on the changing landscape that web 2.0. and emerging technologies trigger on language resources, materials and methods. 10 good practices will be identified, demonstrating the way educational content in languages is influenced by emerging and social networking technologies in Europe.

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EXPERT VIDEOS

The expert video has recently been uploaded in LS6 Vimeo channel. Interviewd with three prominent experts, Marie-Noëlle Lamy, Regine Haschka-Helmer & Kirsten Winkler, the series of expert videos hope to explore truly interdisciplinary perspectives in the role of social media in the development of language learning and in the empowerment of language learning communities.

The direct link of expert videos is http://vimeo.com/channels/249749

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KEY ISSUES AND RECOMMENDATIONS

The development of language resources

for language learning by the use of social media

By Marie-Noëlle Lamy, François Mangenot and Katerina Zourou, including comments by Charlotte Dejean, Charles Max, Thierry Soubrié and Gudrun Ziegler

1. In terms of second language teaching and learning

KEY POINT: There are strong tensions between the very nature of web 2.0 - horizontal, relatively uncontrolled, offering no pedagogical support - and formal education, which on the contrary seeks to get learners to follow clearly identified paths, with a progression in the difficulty of content covered and a high level of pedagogical support.

RECOMMENDATION: Learners will benefit all the more from the potential offered by social networks if they have been trained in autonomy, self-directed learning and collaboration. The production of resources seeking to build bridges between formal and informal education should be encouraged.

2. In terms of the notion of “resources”

KEY POINT: The notion of “resource” is fundamentally renewed by the participatory framework in which it is currently embedded. Horizontal distribution of content is the main factor generating a totally different situation in which “resources” are created, modified and re-mixed in ways that there were not previously possible. By horizontal distribution of content we mean both the technological possibilities now available and the interactional, collaborative opportunities created. The phenomenon of individually made and collectively shared resources runs counter to the delivery of language resources (all types of learning materials & media) in a unidirectional mode, by centralized authorities (traditional content developers). Tensions but also opportunities are instrumental in avoiding segregation of the two spheres.

RECOMMENDATION: An open, frank exchange with traditional content developers in the area of language learning would help in understanding and stating the advantages and pitfalls of digital shared content. Will companies keep content locked to preserve their share in the market? Are new business models of language content sharing viable, and if so in what timeframe? What are the challenges for the language learning market in the drive for a more participatory Internet?

3. In terms of discourse

KEY POINT: For a language learner, participating in social networks in a foreign language means taking a dual risk: firstly the risk of linguistic-pragmatic misunderstandings (being poorly understood, not seeing certain power plays, etc.), and secondly the risk of encounters with ill-intentioned people. The positive side is of course the fact that the communication is of an authentic nature, like an immersive language learning stay in another country.

RECOMMENDATION: It is undoubtedly the responsibility of language teachers to familiarize their students with the different types of discourse encountered on the social web and to help them to adopt their use. In respect of learners who are minors, an awareness of the risks of “bad encounters” raised by web 2.0 is essential. They must be warned of these dangers. Here too, “semi-protected” resources could constitute a good preparatory framework for freer expression on the social web.

An extra recommendation would be:

4. In terms of emerging concepts

KEY POINT: Concepts such as “language pedagogy”, “language learning methodology” and “language learning approach” are and will continue to be affected by the emerging socio-technical landscape of web 2.0 tools. There is little consensus on how mainstream concepts should be dealt with, with regard to pedagogically sound and scientifically valid approaches, in the web 2.0 era.

RECOMMENDATION: Contribute to the building of a shared understanding what is meant by “language pedagogy”, “language learning methodology” and “language learning approach”. Concepts are still in the formative phase, due to little evidence-based research in respect of identifying the true originality in terms of “pedagogy”, “methodology” and “approach”. Engaging in constructive discussion between different types of key players (language teachers, experts in language learning including academia, the language learning market, policy makers, public bodies) is a fundamental step in this direction.