Dynamics of a Social Language Learning Community

Mynard, Jo; Burke, Michael; Hooper, Daniel; Kushida, Bethan; Lyon, Phoebe; Sampson, Ross; Taw, Phillip

doi:10.21832/mynard8908

Cited by 13 publications

(22 citation statements)

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“…their perception of the English Lounge as an inaccessible, elite environment reserved for high-proficiency English speakers. Whether this was in fact accurate or not is highly debatable as other studies have found learners of many levels of English proficiency at the English Lounge (Mynard et al, 2020a). However, the key point here is that this was how members of the LC perceived that space within their "storyline" and in turn positioned their own community partly in opposition to that perception.…”

Section: Discussionmentioning

confidence: 81%

“…Increased recognition of the value of social learning within SALCs has led to several studies investigating the constitution, dynamics, and roles of self-access SLS (Balçıkanlı, 2018;Murray & Fujishima, 2013, 2016aMynard et al, 2020a;Rose & Elliot, 2010). Through the analysis of these social learning environments utilizing a range of theories and foci such as learner identity (Mynard, 2020), complex dynamic systems (Murray & Fujishima, 2016b), and communities of practice (Hooper, 2020;Murray & Fujishima, 2013), these studies have contributed to a more detailed understanding of how an SLS may function.…”

Section: Self-access Social Learning Spaces and Learning Communitiesmentioning

confidence: 99%

“…Through the analysis of these social learning environments utilizing a range of theories and foci such as learner identity (Mynard, 2020), complex dynamic systems (Murray & Fujishima, 2016b), and communities of practice (Hooper, 2020;Murray & Fujishima, 2013), these studies have contributed to a more detailed understanding of how an SLS may function. Practice-focused implications from these studies may inform SALC administrators and staff who are aiming to establish or sustain opportunities for social learning and help them address problematic issues that may arise in SLS (Fukuba, 2016;Hino, 2016;Murray & Fujishima, 2016b;Mynard et al, 2020b).…”

Section: Self-access Social Learning Spaces and Learning Communitiesmentioning

confidence: 99%

“…This was often visible through an international posture (Yashima, 2009) The perception of English Lounge users as having extremely high English proficiency as well as the presence of predominantly foreign teachers on duty there may therefore have had a deeper significance to the LC users in relation to their desired "global" identity. Existing studies have found that the English Lounge and other similar social learning spaces are regarded by students as a kind of "foreign country" (Murray & Fujishima, 2016;Mynard et al, 2020a).…”

Section: Imaginationmentioning

confidence: 99%

“…Following a recent study into the dynamics of SLS participation (Mynard et al, 2020a), in this study I examine the ways in which learners may construct identification through participation in the Learning Community (LC) (pseudonym) a student-created and managed SALC learning community that focused primarily on developing members' English speaking skills. This study is situated within an interpretivist paradigm in that I recognize that multiple, subjective realities exist and that these realities are shaped in part by historical and cultural forces (Avramidis & Smith, 1999).…”

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confidence: 99%

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Modes of Identification Within a Language Learner-Led Community of Practice

Hooper¹

2020

SiSAL

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Although the importance of communities for social learning within self-access centers has been recognized over the last decade, there has yet been little research exploring student-managed communities in a self-access learning center (SALC). This short pilot study investigates the ways in which members identify with the community of practice (Wenger, 1998) of a student-led learning community within a university SALC. Five members of the Learning Community (LC), an English conversation community, were interviewed three times over the course of one semester about their language learning histories and their experiences in the LC. This data was analyzed inductively and subsequently categorized according to Wenger’s (2010) modes of identification – engagement, imagination, and alignment. The findings of the study indicated that members’ identification with the practice of the LC was connected to a desire for an accessible learning environment, attaining membership in an international imagined community of English users, and the ability to negotiate sociocultural norms for their own purposes. This study highlights a bidirectional relationship between the “baggage” that members bring with them and the everyday practice developed over the course of the LC’s two-year history. Additionally, the insights gained from this exploration of the LC CoP have practical implications for SALC staff aiming to cultivate and support student-led learning communities.

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Section: Discussionmentioning

confidence: 81%

Section: Self-access Social Learning Spaces and Learning Communitiesmentioning

confidence: 99%

Section: Self-access Social Learning Spaces and Learning Communitiesmentioning

confidence: 99%

Section: Imaginationmentioning

confidence: 99%

mentioning

confidence: 99%

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Modes of Identification Within a Language Learner-Led Community of Practice

Hooper¹

2020

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Becoming the Paths we Tread: Negotiating Identity through an Ideological Landscape of Practice

Hooper

2022

Discourses of Identity

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Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency

Werbińska¹

2022

10.14746/gl

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Studies conducted on teacher identity have mostly focused on preservice language teachers. By contrast, this study looks at the professional identity of a veteran teacher of French as a foreign language in Poland. It describes a two-stage biographic study in which the narratives obtained are subjected to semantic deconstruction with the application of Bamberg’s (2010) model of identity. To this end, the author investigates: 1) what is constant and what changes in the participant’s professional career in terms of the emotions she experiences, 2) what are the similarities and differences between the teachers she refers to and herself, 3) what is the role of agency in the participant’s professional decisions. Through the analysis, the Author seeks to find out with what content Bamberg’s identity pillars may be filled, what teacher emotions and feelings can be inferred from what is said, and what insights can be gained into the identity of a French language teacher in Poland.

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Dynamics of a Social Language Learning Community

Cited by 13 publications

References 0 publications

Modes of Identification Within a Language Learner-Led Community of Practice

Modes of Identification Within a Language Learner-Led Community of Practice

Becoming the Paths we Tread: Negotiating Identity through an Ideological Landscape of Practice

Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency

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