Del 87 - New Perspectives on Language and Education

Open Education and Second Language Learning and Teaching

The Rise of a New Knowledge Ecology

Häftad, Engelska, 2021

Av Carl S. Blyth, Joshua J. Thoms

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Compared with STEM fields, foreign language (FL) education and second language acquisition have only slowly embraced open education and the new knowledge ecologies it produces. FL educators may have been hesitant to participate in the open education movement due to a lack of research which investigates the benefits and challenges of FL learning and teaching in open environments. This book contextualizes open education in FL learning and teaching via an historical overview of the movement, along with an in-depth exploration of how the open movement affects FL education beyond the classroom context; fills the research void by exploring aspects of open second language learning and teaching across a range of educational contexts; and illustrates new ways of creating, adapting and curating FL materials that are freely shared among FL educators and students. This book is open access under a CC BY ND licence.

Produktinformation

Utgivningsdatum2021-02-03
Mått156 x 234 x 15 mm
Vikt112 g
FormatHäftad
SpråkEngelska
SerieNew Perspectives on Language and Education
Antal sidor288
FörlagMultilingual Matters
ISBN9781800410985

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Carl S. Blyth is Associate Professor of French Linguistics, and Director of the Center for Open Educational Resources and Language Learning at the University of Texas at Austin, USA. His research interests include discourse analysis, intercultural pragmatics and language learning technology.Joshua J. Thoms is Associate Professor of Applied Linguistics and Spanish at Utah State University, USA. His research interests include classroom discourse in L2 literature environments, technology-enhanced language learning, and open educational resources and practices.

ContributorsCarl S. Blyth and Joshua J. Thoms: Introduction: Second Language Education as an Open Knowledge EcologyPart 1: The Microsystem: Developing Knowledge in L2 Instructional EnvironmentsChapter 1. Gabriela C. Zapata and Alessandra Ribota: Open Educational Resources in Heritage and L2 Spanish Classrooms: Design, Development and ImplementationChapter 2. Sabine Levet and Stephen L. Tschudi: Open by Design: The Cultura ProjectChapter 3. Sergio Romero: Open Educational Resources as Tools to Teach the Indigenous Languages of Latin America: Where Technology, Pedagogy, and Colonialism MeetChapter 4. Katerina Zourou and Anthippi Potolia: Openness in a Crowdsourced Massive Online Language CommunityPart 2: The Mesosystem: Developing Knowledge in L2 Teacher EducationChapter 5. Joshua J. Thoms and Frederick Poole: Second Language Teachers and the Open Education Movement in the United States: A National SurveyChapter 6. Beatrice Dupuy: Raising the Curtain on OER/OEP: Opening Pathways from Awareness to Engagement in a Graduate Course on Foreign Language Program DirectionChapter 7. Carl S. Blyth, Chantelle Warner and Joanna Luks: The Role of OER in Promoting Critical Reflection and Professional Development: The Foreign Languages and the Literary in the Everyday ProjectPart 3: The Exosystem: Developing Knowledge in the Field of L2 EducationChapter 8. Dorothy Chun and Trude Heift: The Affordances and Challenges of Open-access Journals: The Case of an Applied Linguistics JournalChapter 9. Tita Beaven: Analyzing Language Teachers’ Tacit Professional Knowledge of OER: The Case of Languages Open Resources Online (LORO)Chapter 10. Rebecca F. Davis and Carl S. Blyth: Towards a Pedagogy of Openness: Bridging English-language and Foreign-language Digital HumanitiesChapter 11. Christian Hilchey: Finding and Using the Good Stuff: Open Educational Practices for Developing Open Educational Resources

This agenda-setting book challenges narrow conceptualizations of second language education by introducing a transdisciplinary approach inspired by an ecological perspective. The contributions illustrate the impact of the open education movement, which is disrupting L2 education and creating new knowledge ecosystems. With many teachers moving to online instruction today, such work is becoming ever more important, with the pedagogy of openness also promoting social justice imperatives in education.