Language learning as dialogue and participation
Dufva, H. (2013). Language learning as dialogue and participation. In E. T. Christensen, L. Kuure, A. Mörch, & B. Lindström (Eds.), Problem-based learning for the 21st century. New Practices and Learning Environments (pp. 51-72). Aalborg University Press. http://vbn.aau.dk/da/publications/problembased-learning-for-the-21st-century(10e4f3a7-f023-4a43-bed2-9f33b0cf396d).html
© The authors and Aalborg University Press, 2013. This is a final draft version of an article whose final and definitive form has been published in the book mentioned above.
[Introduction] Today, we see how globalization with its cultural flows and technology with its new developments constantly creates new types of contexts and new kinds of language practices. Thus it would not be unreasonable to say that language itself is changing. Also, these large-scale changes create new environments for learning languages, and, these environments, potentially, will influence how we conceptualize learning itself. Thus, as the contexts and usages change, it is possible that the theoretical basis of language learning needs to be rethought. Further, this gives us a reason for rethinking the pedagogical practices of language education. This paper discusses the two central concepts of second and foreign language learning research - 'language' and 'learning’ - and the potential consequences of how their reconceptualisation might influence practices of language education and pedagogy. [Continues, please see the article.]
PublisherAalborg University Press
Parent publication ISBN978-87-7112-117-9
Is part of publicationProblem-based learning for the 21st century. New Practices and Learning Environments
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Digital scaffold supporting dialogue and acquisition of academic language related to argumentation during online inquiry Murphy, Victoria (2016)In the 21st century collaboration and the use of digital environments have been recognised as key areas of classroom ecology. Dialogue in particular has been highlighted as an important part of collaboration in many studies. ...
Expanding selves : an insider’s exploration of learner identity in second or other language learning Fernandez, Irene (2018)Identity is at the core of all human experience, and that is no different for teaching and learning experiences in second or other language learning classrooms. Yet the task of defining learner identity within these contexts ...
Holmila, Zoë; Moate, Josephine (Soveltavan kielentutkimuksen keskus, Jyväskylän yliopisto; Kielikoulutuspolitiikan verkosto, 2020)This article considers children’s language learning experiences at an early childhood education and care centre (ECEC) in Central Finland. The article draws on data gathered as part of a Master’s thesis study (Holmila, ...
Heikka, Taneli (University of Jyväskylä, 2017)This thesis asks the question “What is the role of journalism in social innovation?” It explores how journalism is redefined when it engages in the creation of “the new” in society. The study analyzes four cases of ...
Autio, Petri; Takamaa, Jesse (2020)Englannin kielen globaalista vahvasta asemasta johtuen koulun ulkopuolinen kielenoppiminen on entistäkin tärkeämpi tapa hankkia ja pitää yllä kielitaitoa. Oppijan tulee altistua autenttiselle kielelle, mikä ei välttämättä ...