NEALLT 2012“Teacher Roles and Practices in

Technology-Enhanced Instruction”Carnegie Mellon University, Pittsburgh, PA

March 30 - April 1

Presented byLuba Iskold, Ed. D

Muhlenberg College

Presentation Outline Introduction:

Research related to the use of SNSs for SLAResearch on development of L2 IdentitiesWhy Facebook?

Potential benefits and possible drawbacks Instructor roles: researching conceptual frameworks for

teachingCognitive apprenticeshipSituated cognition Alternative vs. real identity profiles

Classroom examplesAcademic benefits and limitationsStudent reactions to class-related FB experiencesConclusions

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Research Related to SNSs & SLAWith Web 2.0, current generation of students has

developed “new learning styles and qualitatively different thought patterns” (Thorne & Payne, 2005)

SNSs “foster the ideal language learning environment, one that encourages interaction and collaboration-the major goals, after all, or of language itself” (Lomicka & Lord, 2009)

Learning a language through interactions with others ties in with Vygotsky’s (1978) socio-cultural approach to learning and its later adaptation for L2 teaching and learning

Incorporating communicative acts via an SNS “could be as practical for [L2] students as teaching them how to order in a restaurant” (McBride, 2009)

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Research on Development of L2 IdentitiesPerforming identities’ is the central activity on SNSs

where users “write themselves into being” (Atkinson, 2002)

Acquiring an L2 involves the development of a new identity (Pavlenko & Lantolf)

CMC affords additive (vs. subtractive in face-to-face) experimentation with multiple identities 

SNSs are characterized by “radical expansion of possibilities for artistic expression” (McBride, 2009)

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Choosing a SNS: Why Facebook?

Student familiarity with this particular SNS eliminates the need for L1 training

Ease of navigation and use 

Privacy settings

Ability to set the interface and IM in L2

Convenience: meeting social and class needs in one place

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Facebook for Class: Student Challenges

Personal reasons not to be ‘friends’ with someone in class 

‘Popularity contest’-may elevate anxiety and cause alienation in some L2 learners

Lack of L2 pragmatic knowledge in introductory language courses may make writing and interactions with others difficult

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Facebook for Class: Instructor ChallengesShould the instructor be included?

Do students find it awkward?Is there a difference between communicating with an

authority figure via email vs. a SNS?Do SNSs undermine instructor’s authority?

(Mazer, Murphy & Simonds, 2007)Curricular limitations- difficulty to incorporate

additional activities into syllabiTime constraints- first learn about the technology and

only then design own teachingResistance from more traditional instructors Development of assessment strategies and grading

parameters

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Instructor as mediator, facilitator and guide:

Researching conceptual frameworks for teaching

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Cognitive Apprenticeship

Apprenticeship - an approach to education used since ancient Greek and Roman eras

Two types of apprenticeship: manual and intellectual

Cognitive apprenticeship - suggested by Collins, Brown, and Newman (1989):Content is presented in realistic and authentic contextsSequence of instruction progress from difficult to

complex Sociology of instruction focuses on functioning in a

social environment

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Teaching and Learning within a Cognitive Apprenticeship Framework

Instructor Roles:

Providing supportOffering hintsGiving feedbackAsking questionsFading the support as the learner’s performance

improvesEncouragingPraising

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Teaching Strategies (Hosenfeld et al., 1996)

Modeling An expert is carrying out a task so that students can observe and

build a conceptual model of the processCoaching

Observing students while they carry out a task and offering hints, feedback, reminders, directing attention to specific aspects of tasks

Scaffolding Providing support when students are carrying out a task

Articulation Getting students to articulate their knowledge or reasoning

Reflection Enabling students to compare their own problem-solving processes

with those of an expert (or peers)Exploration

Pushing students into a mode of problem-solving and decision-making

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Situated Cognition (Choi and Hannafin, 1995)

Providing enabling experiences in authentic contexts

Enabling active learning

Cultivating learning process vs. learning outcomes

Exploring content from multiple perspectives

Understanding how, when, and why to use knowledge in various situations

Emphasizing cultural knowledge

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Conceptual Framework for Situated Learning Environments

Important components:

Context

Content

Facilitation

Assessment

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Forms of Facilitation:

Modeling

Scaffolding

Coaching

Guiding

Advising

Collaborating

Fading

Using cognitive tools

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Suitability for teaching with SNSs ???

Textbook materials enable learners to access existing representations of content

SNSs Enable learners to create their own representations of

content Encourage active learning Stimulate active engagement of students in the learning

process Provide opportunities to internalize information Require facilitative rather than didactic teaching Facilitation is more continuous and less directive than in

traditional instruction Knowledge is better transferred to new real-life situations

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Examples of what was done in Russian Language and Literature Classes

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Examples of Tasks:

Develop an imagined L2 identity

Provide physical and personal descriptions

Converse about daily routines

Discuss likes and dislikes, hobbies

Discuss events and places

Clarify unclear words and phrases

Predict and extend plot development

Ask clarification questions

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Alternative vs. Real Identity Profiles

Extending oneself by taking the point of view of one’s respective character

Choosing among the characters may increase motivation and interest

Keeps learners away from overindulging in themselves Student popularity in class may suffer less Engage in further development of L2 characters Use critical thinking and analytical skills to invent new situation

and plot developments Employ additional resources to develop characters’ attributes and

ensure their authenticity

Participate in task-based experiential learning focused on online exchanges between characters

Learn how to make predictions relevant to the country where L2 is spoken

Creating stereotypes seems less dangerous (vs. collaborating in groups to create a fictitious L2 profile)

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Facebook Post-Survey

QuestionsStandard Deviation

Mean

Helped me express myself more creatively 0.629 3.61

Provided an additional way to interact with peers in class 1.113 3.94

Helped me spend more time writing and communicating in Russian 0.921 3.67

Motivated me to experiment with a Russian character identity 0.094 3.89

Was a “popularity contest” in class 0.213 2.06

Distracted me from learning the course content 0.276 2.00

Consumed too much time relative to other assignments 0.327 2.11

Motivated me to expand my vocabulary in Russian 1.001 3.83

Motivated me to look for additional resources to develop my character’s attributes

0.862 3.80

My peers in class quickly reacted and commented on my profile 0.292 3.07

I frequently updated and checked my Russian profile 0.412 2.60

I found it awkward to have my instructor on my ‘friends’ list 0.519 1.80

I had trouble being ‘friends’ with individuals in class 0.412 1.87

Instructor’s corrective feedback diminished my ego 0.328 1.93

I was familiar with Facebook and did not need technical assistance 1.184 4.27

I would like to continue using FB for my study of Russian 0.763 3.33

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Note. Judgments were made on 5-point scale (1 = strongly disagree, 5 = strongly agree).

Academic Benefits

Students:

Learn to analyze and appreciate netiquette

Develop critical thinking about social interactions with

others

Distinguish what is public and what is private

Learn to avoid indulging in uncritical narcissism as in “me-

me-I-I-I” (Thorne & Payne, 2005)

Integrate new knowledge and other’s perspectives into one’s

personal experience

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Limitations

Because SNSs are used primarily to maintain social bonds,

exchanges are brief and frequently use simplified language,

spelling, and colloquialisms

Writing does not require a “process” approach

Texts are scanned rather than read thoroughly

Messages with images are perceived differently than plain

text

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Conclusions

Use SNSs projects that can support course objectives

Explain the connection to students

Discuss upcoming projects and potential problems

Specify expected quality and quantity of communication

Develop brief tasks tied to topics covered in class

Provide corrective feedback only in individual messages

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BibliographyAtkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525-545. boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.htmlDavis, I. (2005, July 4). Talis, Web 2.0 and all that. Internet Alchemy blog. Retrieved December 31, 2008, from http://iandavis.com/blog/2005/07/talis-Web-20-and-all-thatLange, P.G. (2007). Publicly private and privately public: Social networking on YouTube. Journal of Computer-Mediated Communication, 13(1). Retrieved November 28, 2008, from http://jcmc.indiana.edu/vol13/issue1/lange.htmlLarsen Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18, 141-165. Lomicka, L., & Lord, G. (2009). Introduction to social networking, collaboration, and web 2.0 tools. In L. Lomicka, & G. Lord, The next generation: Social networking and online collaboration in foreign language learning (pp. 1-11). San Marcos, Texas: CALICO.Mazer, J.P., Murphy, R.E., & Simonds, C. J. (2007). I'll see you on "Facebook": The effects of computer- mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication education, 56, 1-17. McBride, K. (2009). Social Networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka, & G. Lord, The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, Texas: CALICO.Pavlenko, A., & Lantolf, J.P. (2000). Second language learning as participation and the (re)construction of selves. In J.P. Lantolf (Ed.), Mediating discourse online (pp. 331-355). Philadelphia: John Benjamins.Sykes, J.M., Oskoz, A., & Thorne, S.L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal, 25, 529-546. Retrieved December 26, 2008, from https://calico.org/page.php?id=5Thorne, S. L., & Payne, J.S. (2005). Evolutionary trajectories, internet mediated expression, and language education. CALICO Journal, 22, 371-397. Retrieved December 26, 2008, from https://calico.org/page.php?id=5Tufecki, Z. (2008). Grooming, gossip, Facebook and MySpace. Information, Communication, and Society, 11, 544-564. 26

Contact Information:

Dr. Luba Iskold

2400 Chew StreetMuhlenberg College,

Languages, Literatures and Cultures,Allentown, PA 18104

Phone: 484-664-3516Fax: 484-664-3722

E-mail: iskold@muhlenberg.eduhttp://www.muhlenberg.edu/depts/forlang/LLC/

iskold_home/index.htm

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