Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. "Mobile pedagogy" may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learnt and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers.

Supporting immigrant language learning on smartphones: A field trial. Studies in the Education of Adults, 49(2) pp. 228-252. For guidance on citations see FAQs.

No abstract

This paper summarises key findings from three recent research projects investigating how mobile technologies can support migrants in achieving greater languagei mmersion through situated, informal and incidental languagel earning beyond the classroom. The research highlights the affordances and constraints of the city space as an emerging environment for semi-structured informal learning.P edagogical models arising from this research emphasize the potential for learners' agency and engagement through self-directed, social and playful learning.I mplications for policy and practice are discussed.Résumé : L'article résume les principales conclusionsdetrois projets de recherche récents portant sur les technologies mobiles et la manière dont elles peuvent favoriser l'immersion des migrantsd ans la langue grâceàun apprentissagee n situation, informel et fortuit -en dehors de la salle de classe. L'étudem et en avant les affordances (potentialités) et les contraintes de l'espace urbain comme nouvel environnement favorisantu na pprentissage informel semi-structuré. Lesm odèles pédagogiques proposés par l'étude soulignent le potentiel d'organisation et de participation des apprenants par le biais d'un apprentissage autodidacte, social et ludique. Lesi mplications politiques et pratiques sont également examinées. 1I ntroduction