Seamless Language Learning: Second Language Learning with Social Media

Wong, Lung-Hsiang and Sing-Chai, Ching and Poh-Aw, Guat Seamless Language Learning: Second Language Learning with Social Media. Comunicar, 2017, vol. 25, n. 50, pp. 9-21. [Journal article (Paginated)]

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English abstract

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three key features of the language learning approach, namely, authenticity, contextualization and socialization. How these features are related to the communicative approach of language learning are subsequently explicated. This is followed by further explication on how the notion of seamless language learning could inform learning designers and learners in synergizing the desired characteristics of language learning together. Eventually, we propose the SMILLA (Social MedIa as Language Learning Artifacts) Framework to operationalize seamless language learning with the use of social media. A case of seamless language learning environment design known as MyCloud will be described to illustrate the practicality of the SMILLA Framework.

Spanish abstract

Este artículo describe un modelo de aprendizaje de lenguas que se sirve de las redes sociales para promover un aprendizaje contextualizado y conectado en comunidades. El modelo propone la interconexión entre diferentes tipos de actividades de aprendizaje en contextos diversos con el objetivo de lograr un aprendizaje discontinuo. Promueve las interacciones sociales a través de los medios compartiendo aspectos de la vida cotidiana en la lengua meta. Este trabajo identifica en primer lugar aspectos clave del enfoque de aprendizaje tales como la autenticidad, la contextualización y la socialización, al tiempo que explica cómo se relacionan estos aspectos con el enfoque comunicativo en el aprendizaje de lenguas. A continuación se presenta una discusión acerca de cómo la noción de aprendizaje discontinuo puede orientar a los creadores de materiales, docentes y aprendientes en la sinergia de todas las características del aprendizaje de lenguas. Para concluir, se propone el modelo SMILLA (Redes sociales como instrumentos para el aprendizaje de lenguas) para poner en práctica la noción de aprendizaje discontinuo con la ayuda de las redes sociales. Los resultados de su aplicación sugieren un potencial efecto sobre los aprendientes, generando usuarios más activos en contextos socialmente significativos, preparados para la autorreflexión sobre el uso que hacen de esa lengua, y con una menor necesidad de intervención del docente.

Item type: Journal article (Paginated)
Keywords: Social media; second language instruction; on-line learning; ecological perspective of language learning; communicative language teaching; Redes sociales; enseñanza de segundas lenguas; aprendizaje en línea; perspectiva ecológica del aprendizaje de idiomas; enfoque comunicativo
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 25 Jan 2017 18:36
Last modified: 25 Jan 2017 18:36
URI: http://hdl.handle.net/10760/30594

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