Beyond the Language Classroom

Beyond the Language Classroom

Also by Hayo Reinders *KEY CONCEPTS IN SECOND LANGUAGE ACQUISITION (with S. Loewen, forthcoming) TASK-BASED LANGUAGE TEACHING AND TECHNOLOGY (co-editor with M. Thomas, 2010) THE TERTIARY TEACHER S HANDBOOK (with M. Lewis and A. Kirkness, 2010) THE EFFECTS OF TASK TYPE AND INSTRUCTIONS ON SECOND LANGUAGE ACQUISITION (2010) IMPLICIT AND EXPLICIT KNOWLEDGE IN A SECOND LANGUAGE (with R. Ellis, S. Loewen, R. Erlam, J. Philp, C. Elder, 2009) *THE INTERNATIONAL STUDENT HANDBOOK (with N. Moore and M. Lewis, 2008) LEARNER AND TEACHER AUTONOMY: CONCEPTS, REALITIES, AND RESPONSES (co-editor with Terry Lamb, 2008) INDEPENDENT LEARNING CENTRES: TIPS FOR TEACHERS (with N. Lázaro, 2008) USING STUDENT-CENTERED METHODS WITH TEACHER-CENTERED STUDENTS (2nd revised edition, with Marilyn Lewis, 2007) TRANSFORM YOUR TEACHING: STRATEGIES FOR THE MULTICULTURAL CLASSROOM (with Marilyn Lewis and Alison Kirkness, 2008) INDEPENDENT LEARNING: ISSUES AND INTERVENTIONS (co-editor with Terry Lamb, 2006) *STUDY SKILLS FOR SPEAKERS OF ENGLISH AS A SECOND LANGUAGE (with Marilyn Lewis, 2003) LEARNER STRATEGIES: A GUIDE FOR TEACHERS (with Sara Cotterall, 2004) * published by Palgrave Macmillan Also by Phil Benson THE APPLIED LINGUISTIC INDIVIDUAL: AUTONOMY, AGENCY AND IDENTITY IN SOCIAL APPROACHES TO LANGUAGE LEARNING (co-editor with L. Cooker, forthcoming) TEACHING AND RESEARCHING AUTONOMY (2nd edition, 2011) LEARNER AUTONOMY: TEACHER AND LEARNER PERSPECTIVES (editor, 2007) LEARNERS STORIES: DIFFERENCE AND DIVERSITY IN LANGUAGE LEARNING (co-editor with D. Nunan, 2005)

Beyond the Language Classroom Edited by Phil Benson Hong Kong Institute of Education Hayo Reinders Middlesex University, UK

Selection and editorial matter Phil Benson and Hayo Reinders 2011 Chapters their authors 2011 Softcover reprint of the hardcover 1st edition 2011 978-0-230-27243-9 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6 10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2011 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-349-32320-3 ISBN 978-0-230-30679-0 (ebook) DOI 10.1057/9780230306790 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Beyond the language classroom / [edited by] Phil Benson and Hayo Reinders. p. cm. Includes index. 1. Language and languages Study and teaching Methodology 2. Second language acquisition Methodology 3. Task analysis in education. 4. Non-formal education. I. Benson, Phil, 1955 II. Reinders, Hayo. P53. 82. B49 2011 418. 0071 dc22 2011004885 10 9 8 7 6 5 4 3 2 1 20 19 18 17 16 15 14 13 12 11

Contents Acknowledgements Notes on Contributors Introduction 1 Phil Benson and Hayo Reinders 1 Language Learning and Teaching Beyond the Classroom: An Introduction to the Field 7 Phil Benson 2 Family, Friends, and Learning Beyond the Classroom: Social Networks and Social Capital in Language Learning 17 David M. Palfreyman 3 Places for Learning: Technology-mediated Language Learning Practices Beyond the Classroom 35 Leena Kuure 4 From Milk Cartons to English Roommates: Context and Agency in L2 Learning Beyond the Classroom 47 Paula Kalaja, Riikka Alanen, Åsa Palviainen and Hannele Dufva 5 Affordances for Language Learning Beyond the Classroom 59 Vera Menezes 6 Becoming Multilingual: An Ethnographic Approach to SLA Beyond the Classroom 72 David Divita 7 Talk about Language Use: I know a little about your language 88 Erica Zimmerman 8 A Possible Path to Progress: Out-of-school English Language Learners in Sweden 106 Pia Sundqvist 9 Teenagers Learning Languages Out of School: What, Why and How Do They Learn? How Can School Help Them? 119 Sophie Bailly 10 Older Language Learners, Social Learning Spaces and Community 132 Garold Murray v vii viii

vi Contents 11 Tandem Learning in Virtual Spaces: Supporting Non-formal and Informal Learning in Adults 146 Ursula Stickler and Martina Emke 12 Home Tutor Cognitions and the Nature of Tutor Learner Relationships 161 Gary Barkhuizen 13 Materials Development for Learning Beyond the Classroom 175 Hayo Reinders References 190 Index 205

Acknowledgements This book originated in a call for papers for a volume on the subject of language learning beyond the classroom, to which we received a unexpectedly large response. We are grateful to the contributors whose papers have made it into this volume, both for their faith in the project and their tolerance of our requests to shape their chapters to the overall scheme that we had in mind. We are also grateful to those whose contributions we were not able to include. We hope we will see them in print soon, as language learning beyond the classroom grows as a field of research. We would like to thank Kathy Wong and Nikita Chan at the Hong Kong Institute of Education for their patient work on the manuscript, as well as Priyanka Gibbons, Melanie Blair and their colleagues at Palgrave Macmillan. vii

Notes on Contributors Riikka Alanen is Professor of Applied Language Studies, Centre for Applied Language Studies, University of Jyväskylä, Finland, where she specializes in L2 learning and teaching as mediated activity, and the role of consciousness and agency in the learning process. She is a co-editor of Language in Action: Vygotsky and Leontievian Legacy Today (2007). Sophie Bailly is a Professor of Sociolinguistics and Language Teaching and Learning in the Department of Linguistics at Nancy-Université, France. She is Head of the university s French as a Foreign Language Learning Centre, a member of the CRAPEL (Centre de Recherches et d Applications Pédagogiques en Langues) team at ATILF (CNRS), and an active language learning advisor and advisors trainer. Her research interests include foreign language learning autonomy, multilingualism teaching and learning, and gender and language. She is the author of Les hommes, les femmes et la communication: Mais que vient faire le sexe dans la langue? (2008). Gary Barkhuizen is an Associate Professor in the Department of Applied Language Studies and Linguistics at the University of Auckland, New Zealand. His research and teaching interests are in the areas of sociolinguistics, teacher education and narrative inquiry. Phil Benson is Professor in the Department of English at the Hong Kong Institute of Education. He has published widely on the subject of autonomous and independent learning, including the book Teaching and Researching Autonomy (2011). His current research interests also include narratives of language learning and teaching and popular culture in education. David Divita is an Assistant Professor of Spanish at Pomona College in Claremont, California. He specializes in Spanish and French linguistics, linguistic anthropology and second language acquisition. Hannele Dufva is Professor of Language Learning and Teaching in the Department of Languages, University of Jyväskylä, Finland. Her research focuses on the influence of Bakhtin Circle dialogism on the theory of language learning. She has written a number of articles on, for example, a socio-cognitive and embodied framework for language learning and on language learners beliefs. viii

Notes on Contributors ix Martina Emke has taught ESL to adults in different adult education organizations in Germany, both in face-to-face and in virtual environments. Her special interest lies in different forms of intercultural, telecollaborative learning, such as tandem learning, and with the social skills needed to support virtual learning communities. She now works for the b.i.b. International College in Hannover, Germany, as a Lecturer in English and Business Studies. Paula Kalaja is Professor of English in the Department of Languages, University of Jyväskylä, Finland, where she specializes in issues related to L2 learning and teaching. She is a co-editor of international collections of articles on learner and teacher beliefs: Beliefs about SLA: New Research Approaches (2003) and Narratives of Learning and Teaching EFL (Palgrave Macmillan, 2008). Leena Kuure is a Lecturer in English Philology in the Faculty of Humanities, at the University of Oulu, Finland. Her teaching includes courses on language learning and new technologies. She conducts research, in a multidisciplinary group, on engaging children and young people as active citizens in technology-rich neo-communities, with special attention to languages and multimodal literacies. Vera Menezes, a former president of the Brazilian Association of Applied Linguistics (ALAB), is Full Professor at the Federal University of Minas Gerais in Brazil, where she teaches and carries out research on second language acquisition and computer-assisted language learning, sponsored by CNPq, the main research agency in Brazil. She is also co-editor of Narratives of Learning and Teaching EFL (Palgrave, 2008) and the editor of Revista Brasileira de Linguística Aplicada. Garold Murray is Associate Professor in the Language Education Center, Okayama University, Japan. His research employs ethnography and narrative inquiry to explore self-direction, metacognition, imagination and community in relation to classroom, out-of-class, and self-access language learning. David Palfreyman is an Associate Professor in the Department of Languages at Zayed University, Dubai. His research interests include the role of cultural factors in language learning and teaching. He is co-editor of Learner Autonomy Across Cultures (Palgrave Macmillan, 2003) and Learning and Teaching Across Cultures in Higher Education (Palgrave Macmillan, 2007).

x Notes on Contributors Åsa Palviainen is a Lecturer in Swedish in the Department of Languages, University of Jyväskylä, Finland. Her research focuses on the teaching and learning of Swedish as L2 by Finnish-speakers. She has published articles on language proficiency and language education in Finland, with special regard to the situation of Swedish. Hayo Reinders (www.innovationinteaching.org) is Head of Learner Development at Middlesex University in London. He is also editor of the journal Innovation in Language Learning and Teaching, and Convenor of the AILA Research Network for CALL and the Learner. Hayo s interests are in CALL, autonomy, and out-of-class learning. He is a speaker for the Royal Society of New Zealand. His most recent books are on teacher autonomy, teaching methodologies and second language acquisition and he edits a book series on New Language Learning and Teaching Environments for Palgrave Macmillan. Ursula Stickler is a Lecturer in German in the Department of Languages at the Open University, UK, a distance teaching institution. Her research interests are in the areas of independent language learning, including technology-enhanced language learning, and tandem learning. She is involved in international projects researching interaction in online language tutorials, the use of VLE tools for language learning, collaborative learning online, and tutor training for technology-enhanced teaching. She has published research articles in all the above areas. Pia Sundqvist is a Lecturer and Researcher at Karlstad University, where she is currently involved in a project on young learners informal learning of English. Her research interests focus on second language acquisition, in particular vocabulary acquisition, and informal learning. She has extensive experience of teaching English, Spanish, and Swedish in secondary and upper secondary education. Erica Zimmerman is an Assistant Professor of Japanese in the Languages and Cultures Department at the United States Naval Academy. Her research interests include Conversation Analysis (CA), Membership Categorization Analysis (MCA), identity construction in conversation, discourse analysis, second language acquisition and computer-mediated communication.