Metaphors for social media‐enhanced foreign language teaching and learning

As L2 (foreign and second language) instructors and materials designers are faced with online and distance learning mandates, new perspectives on how to use familiar, everyday technologies that learners can access from home like social media are welcome. Imagining these new uses, however, may requir...

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Veröffentlicht in:Foreign language annals Jg. 53; H. 2; S. 234 - 242
1. Verfasser: Reinhardt, Jonathon
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Alexandria Wiley-Blackwell 01.06.2020
American Council on the Teaching of Foreign Languages
Schlagworte:
Computer Assisted Instruction
Computer assisted language learning
computer‐assisted language learning (CALL)
Distance Education
Distance learning
Educational Technology
Facebook
Figurative Language
Foreign languages
Language
Language acquisition
Learning Theories
Mass media
Metaphor
Playgrounds
Second Language Instruction
Second Language Learning
Social dynamics
Social Media
Social systems
Sociolinguistics
Teaching
Teaching Methods
Technology Uses in Education
ISSN:0015-718X, 1944-9720
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Abstract As L2 (foreign and second language) instructors and materials designers are faced with online and distance learning mandates, new perspectives on how to use familiar, everyday technologies that learners can access from home like social media are welcome. Imagining these new uses, however, may require going beyond the traditional computer‐assisted language learning (CALL) metaphors of computer‐as‐tutor or tool, which were established before social media. This article outlines four new metaphors that better capture the new user dynamics of social media: windows, mirrors, doorways, and playgrounds. After a discussion of the brief history of CALL metaphors, these new metaphors are presented with support from research alongside ideas for L2 teaching and learning. The Challenge Social media—Facebook, Twitter, YouTube, and so forth—are ubiquitous and popular among learners, but how can they be used for formal L2 learning purposes? How can we conceptualize the design of social media‐enhanced learning activities? This article presents four metaphors for thinking about the value of social media for L2 learning: windows, mirrors, doorways, and playgrounds.
AbstractList As L2 (foreign and second language) instructors and materials designers are faced with online and distance learning mandates, new perspectives on how to use familiar, everyday technologies that learners can access from home like social media are welcome. Imagining these new uses, however, may require going beyond the traditional computer-assisted language learning (CALL) metaphors of computer-as-tutor or tool, which were established before social media. This article outlines four new metaphors that better capture the new user dynamics of social media: windows, mirrors, doorways, and playgrounds. After a discussion of the brief history of CALL metaphors, these new metaphors are presented with support from research alongside ideas for L2 teaching and learning.
As L2 (foreign and second language) instructors and materials designers are faced with online and distance learning mandates, new perspectives on how to use familiar, everyday technologies that learners can access from home like social media are welcome. Imagining these new uses, however, may require going beyond the traditional computer‐assisted language learning (CALL) metaphors of computer‐as‐tutor or tool, which were established before social media. This article outlines four new metaphors that better capture the new user dynamics of social media: windows, mirrors, doorways, and playgrounds. After a discussion of the brief history of CALL metaphors, these new metaphors are presented with support from research alongside ideas for L2 teaching and learning. The Challenge Social media—Facebook, Twitter, YouTube, and so forth—are ubiquitous and popular among learners, but how can they be used for formal L2 learning purposes? How can we conceptualize the design of social media‐enhanced learning activities? This article presents four metaphors for thinking about the value of social media for L2 learning: windows, mirrors, doorways, and playgrounds.
As L2 (foreign and second language) instructors and materials designers are faced with online and distance learning mandates, new perspectives on how to use familiar, everyday technologies that learners can access from home like social media are welcome. Imagining these new uses, however, may require going beyond the traditional computer‐assisted language learning (CALL) metaphors of computer‐as‐tutor or tool, which were established before social media. This article outlines four new metaphors that better capture the new user dynamics of social media: windows, mirrors, doorways, and playgrounds. After a discussion of the brief history of CALL metaphors, these new metaphors are presented with support from research alongside ideas for L2 teaching and learning. Social media—Facebook, Twitter, YouTube, and so forth—are ubiquitous and popular among learners, but how can they be used for formal L2 learning purposes? How can we conceptualize the design of social media‐enhanced learning activities? This article presents four metaphors for thinking about the value of social media for L2 learning: windows, mirrors, doorways, and playgrounds.
Author Reinhardt, Jonathon
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SubjectTerms Computer Assisted Instruction
Computer assisted language learning
computer‐assisted language learning (CALL)
Distance Education
Distance learning
Educational Technology
Facebook
Figurative Language
Foreign languages
Language
Language acquisition
Learning Theories
Mass media
Metaphor
Playgrounds
Second Language Instruction
Second Language Learning
Social dynamics
Social Media
Social systems
Sociolinguistics
Teaching
Teaching Methods
Technology Uses in Education
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Title Metaphors for social media‐enhanced foreign language teaching and learning
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