Social Spaces for Language Learning: Stories from the L-café

Murray, Garold; Fujishima, Naomi

doi:10.1007/978-1-137-53010-3

Cited by 7 publications

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“…Increased recognition of the value of social learning within SALCs has led to several studies investigating the constitution, dynamics, and roles of self-access SLS (Balçıkanlı, 2018;Murray & Fujishima, 2013, 2016aMynard et al, 2020a;Rose & Elliot, 2010). Through the analysis of these social learning environments utilizing a range of theories and foci such as learner identity (Mynard, 2020), complex dynamic systems (Murray & Fujishima, 2016b), and communities of practice (Hooper, 2020;Murray & Fujishima, 2013), these studies have contributed to a more detailed understanding of how an SLS may function.…”

Section: Self-access Social Learning Spaces and Learning Communitiesmentioning

confidence: 99%

Modes of Identification Within a Language Learner-Led Community of Practice

Hooper¹

2020

SiSAL

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Although the importance of communities for social learning within self-access centers has been recognized over the last decade, there has yet been little research exploring student-managed communities in a self-access learning center (SALC). This short pilot study investigates the ways in which members identify with the community of practice (Wenger, 1998) of a student-led learning community within a university SALC. Five members of the Learning Community (LC), an English conversation community, were interviewed three times over the course of one semester about their language learning histories and their experiences in the LC. This data was analyzed inductively and subsequently categorized according to Wenger’s (2010) modes of identification – engagement, imagination, and alignment. The findings of the study indicated that members’ identification with the practice of the LC was connected to a desire for an accessible learning environment, attaining membership in an international imagined community of English users, and the ability to negotiate sociocultural norms for their own purposes. This study highlights a bidirectional relationship between the “baggage” that members bring with them and the everyday practice developed over the course of the LC’s two-year history. Additionally, the insights gained from this exploration of the LC CoP have practical implications for SALC staff aiming to cultivate and support student-led learning communities.

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Section: Self-access Social Learning Spaces and Learning Communitiesmentioning

confidence: 99%

Modes of Identification Within a Language Learner-Led Community of Practice

Hooper¹

2020

SiSAL

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“…It is important to note that there have been many excellent examples of ethnographies which have already been published in the field of self-access language learning. For example, Murray, Fujishima, Uzuka and colleagues published several books and papers based on ethnographic data from a five-year study of a self-access learning space in Okayama, Japan (Murray, 2018;Murray & Fujishima, 2013, 2016Murray et al, 2014). Inspired by this work in particular, myself and a group of colleagues have recently completed an ethnography of a social learning space in our own context (Burke et al, 2018;Mynard et al, 2020).…”

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confidence: 99%

Ethnographies of Self-Access Language Learning

Mynard

2020

SISAL

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In this short overview, I discuss how ethnographies could be considered an appropriate yet under-utilised research methodology for exploring the field of self-access learning. We could consider ethnographies of self-access spaces, autoethnographic accounts of language learning or professional development, and also collaborative and duoethnographies. An ethnographic approach will allow us to develop a deeper understanding of the experiences of people in the field and a privileged insight into the learning process.

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Becoming the Paths we Tread: Negotiating Identity through an Ideological Landscape of Practice

Hooper

2022

Discourses of Identity

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Social Spaces for Language Learning: Stories from the L-café

Abstract: Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world.Softcover reprint of the hardcover 1st edition 2016 978-1-137-53009-7

Cited by 7 publications

References 0 publications

Modes of Identification Within a Language Learner-Led Community of Practice

Modes of Identification Within a Language Learner-Led Community of Practice

Ethnographies of Self-Access Language Learning

Becoming the Paths we Tread: Negotiating Identity through an Ideological Landscape of Practice

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