Chapter 1. Writing and language learning

2020 ◽  
pp. 3-26
Author(s):  
Rosa M. Manchón
Keyword(s):  
Language Learning

scholarly journals Language learning in the 21st century: current status and future directions

2020 ◽  
pp. 11-35
Author(s):  
Betül Czerkawski ◽  
Margherita Berti
Keyword(s):  
Teacher Preparation ◽  
Language Learning ◽  
Language Learners ◽  
Professional Learning ◽  
21St Century ◽  
Language Education ◽  
Current Status ◽  
Cross Cultural Communication ◽  
Key Issues

In Chapter 1, Betül Czerkawski and Margherita Berti focus on the challenges higher education faces when coping with new realities. How do learners acquire the skills necessary for effective cross-cultural communication? What professional learning opportunities do universities offer to language learners? What are some present practices found in universities today, and how are these practices shaping tomorrow’s FL language education? The key issues raised in this chapter center on the need to go beyond just language and focus more broadly on technology-supported communication in multicultural settings, the importance of better language teacher preparation, the necessity of FL curricula so they foster 21st century skills and lifelong learning, and the importance of instructional design to develop meaningful learning experiences that help people navigate complex realities and constantly evolving environments. The authors offer possible ways in which these issues can be addressed and end with a discussion of future trends.

Introducing Distance into the Model

2010 ◽  
pp. 37-57 ◽  
Author(s):  
Jean-Claude Bertin ◽  
Patrick Gravé
Keyword(s):  
Virtual Reality ◽  
Distance Learning ◽  
Language Learning ◽  
Learning Processes ◽  
Systemic Approach ◽  
Face To Face ◽  
Explicit Processes ◽  
E Learning ◽  
Specific Meaning

This chapter will consider how the introduction of distance impacts the didactic ergonomics model constructed in chapter 1. In accordance with the systemic approach adopted in this book, we will first define the notions of distance learning – also referred to as e-learning. Then we will question the notion of distance itself to see how its specific meaning in our context intensifies the complexity of the language learning situation while at the same time making more explicit processes previously kept hidden. Distance should not however be considered just another pole of our model. It does not in itself generate new sets of interactions, but rather it modifies existing ones to an extent that remains to be defined. Instead, we will consider that it adds a new dimension: the shift from a face-to-face setting to distance learning superimposes an extra virtual, or immaterial, layer in the initial situation. The nature of this so-called virtual reality will be explored in psychosocial terms to understand how learning processes are affected.

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