Community language learning: Difference between revisions

Revision as of 15:26, 15 April 2015

Revision as of 05:15, 18 June 2015

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==Methods==

===Natural Approachapproach===

The foreign language learner's tasks, according to CLL are (1) to apprehend the sound system of the language (2) assign fundamental meanings to individual lexical units and (3) construct a basic grammar.

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#The child becomes an adult and becomes the know-er.

===Online Communitiescommunities===

These types of communities have recently arisen with the explosion of educational resources for language learning on the Web. A new wave of Community Learning Languages have come into place with the internet growth and the boom of [[social networking]] technologies. These online CLLs are [[social network services]] such as [[Papora (language education company)]], [[English, baby!]], [http://gospeaky.com Speaky] and [[LiveMocha]] that take advantage of the [[Web 2.0]] concept of information sharing and collaboration tools, for which users can help other users to learn languages by direct communication or mutual correction of proposed exercises.

==Barriers in Communitycommunity Languagelanguage Learninglearning==

When learning a different language while in a multilingual community, there are certain barriers that one definitely will encounter. The reason for these barriers is that in language learning while in a [[multicultural]] community, native and nonnative groups will think, act, and write in different ways based on each of their own cultural norms. Research shows that students in multicultural environments communicate less with those not familiar with their culture. Long-term problems include that the foreign speakers will have their own terms of expression combined into the language native to the area, which often makes for awkward sentences to a native speaker. Native students tend to develop an exclusive attitude toward the nonnative speaker because they feel threatened when they do not understand the foreign language. Short-term problems include the fact that native students will usually lack in-depth knowledge of the nonnative cultures, which makes them more likely to be unwilling to communicate with the foreign speakers. Because these foreign students grew up and were educated in a totally different cultural environment, their ideologies, identities and logic that form in the early age cause different ways of expressing ideas both in written and spoken form. They will have to modify and redefine their original identities when they enter a multicultural environment (Shen, 459). This is no easy task. Consequentially, a low- level of social involvement and enculturation will occur for both native and nonnative speakers in the community.

==See also==

*[[Language education]]