The Semiotics of Place: Autonomy and Space

Murray, Garold; Fujishima, Naomi; Uzuka, Mariko

doi:10.1057/9781137290243_5

Cited by 33 publications

(23 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to broad studies of the settings and resources for LBC that are available to particular groups of students, there is also an important role for in-depth studies of particular settings. Our knowledge of the variety of settings for LBC has increased considerably in recent years through studies that have focused on, for example, language 'cafés' in educational institutions (Murray, Fujishima & Uzuki 2014), selforganised communities or 'English corners' (Gao 2007;, face-to-face or Skype Studies of these kinds not only extend our knowledge of the range of affordances for LBC, they can also contribute to theory on the roles of learning spaces and social networks in learning. Murray et al (2014), for example, draw on theory from human geography and mediated discourse analysis, to discuss what they call the 'semiotics of place' in LBC in relation to a university facility in Japan that they describe as a 'social learning space'.…”

Section: The Affordances and Constraints Of Lbcmentioning

confidence: 99%

Research agenda: Language learning beyond the classroom

2017

View full text Add to dashboard Cite

Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also expanded the world beyond the classroom for language learners. Language learning and teachingbeyondthe classroom (LBC) is, thus, emerging as a field ripe for the development of new research agendas (Benson & Reinders 2011; Nunan & Richards 2015). We propose potentially fruitful avenues for research here under the headings of settings for learning, learning processes and teaching.

show abstract

Section: The Affordances and Constraints Of Lbcmentioning

confidence: 99%

Research agenda: Language learning beyond the classroom

2017

View full text Add to dashboard Cite

show abstract

“…Therefore, our first objective was to rearrange the furniture to transform it into an active learning space, where each section had a clear purpose (Higgins, Hall, Wall, Woolner, & McCaughey, 2005). One of our goals was to emphasize learning through social interaction (Murray, Fujishima, & Uzuka, 2014) and have clear areas for communication (Riley, 1993). Our familiarity with the KUIS English Language Institute lounge (Kanda University of International Studies, n.d.;…”

Section: Promoting Active Learningmentioning

confidence: 99%

“…We are extremely lucky to have formed a positive working relationship with the staff there. As mentioned above, space and location have a great deal to do with what happens in a SAC (Murray, Fujishima, & Uzuka, 2014), and in this case, we are adjacent to the library.…”

Section: Partnership With the University Librarymentioning

confidence: 99%

From Theory to Practice: Considerations in Opening a New Self-Access Center

Werner

Joo

2018

SISAL

View full text Add to dashboard Cite

The Community Learning International Plaza (CLIP) is a self-access center (SAC) that opened in April 2017 at Ryutsu Keizai University, a sports and economics institution without an English major. The CLIP was founded by two lecturer/advisors (the authors of this paper) and one admin. In our development of the center, we learned from and applied past and present theory to fit the needs of our users. In the beginning, the attractive, centrally-located, open air space consisted solely of furniture, necessitating a quick call to action. To do this, we visited other SACs to gather information about the facilities and programs that might be adapted to fit our student population. There were three overarching aims in designing the center. First, we wanted to instill a sense of active learning through various services, such as free conversation on sofas and one-on-one appointments with a teacher (for speaking practice and advising), as well as clear and separate zones within the center. There is a lenient language policy in the SAC, so learners can develop through translanguaging. Next, we have promoted student ownership through developing an orientation program, starting a student club, and planning to hire student staff. Thirdly, we built relationships and an understanding of SALL with faculty and administration through interdepartmental collaboration in hosting visiting students from an American university and preparing a group of student-athletes to teach rugby in English in Indonesia. Finally, we share future directions for the second year and beyond.

show abstract

“…Once the longitudinal ethnography and case studies were concluded, the researchers embarked upon a narrative inquiry, in which the stories of nine students, four teachers and three administrators responsible for the establishment and ongoing management of the L-café were collected. The data from the three studies were interpreted through a thematic content analysis informed initially by the community of practice perspective (Murray & Fujishima, 2013); later, theories of space and place (Murray, Fujishima & Uzuka, 2014); and, finally, complex dynamic systems theory (Murray & Fujishima, 2016).…”

Section: The Studiesmentioning

confidence: 99%

“…Rather, this research shows that they worked in tandem with physical space. This became apparent when the L-café was moved to a much larger venue (Murray, Fujishima & Uzuka, 2014). The increase in the size of the space, the physical layout and the arrangement of the furniture contributed to a change in the patterns of interaction.…”

Section: Facilitating Complex Emergencementioning

confidence: 99%

Autonomy and Complexity in Social Learning Space Management

Murray

2017

SISAL

Self Cite

View full text Add to dashboard Cite

Over the past four decades, learner autonomy in language learning has been quietly moving across what might be viewed as three paradigms in applied linguistics. When learner autonomy was introduced in the late 1970s, language classrooms were largely teacher-dominated. At that time, learner autonomy offered a much-needed focus on learners as individuals capable of accepting responsibility for all aspects of their learning. Later, as Vygotsky’s (1978, 1986) neo-constructivist theories became known, learning came to be seen as being socially mediated; and the field of applied linguistics experienced ‘a social turn’. Now it is widely recognized that learner autonomy develops more through interdependence rather than independence. Currently in the field of applied linguistics, ecology and complexity thinking are becoming more widespread. This article explores the impact that this theoretical shift might have on the work being carried out in social learning spaces. By drawing on themes arising from an ethnography, a multiple case study, and a narrative inquiry investigating a social learning space, this article looks at how managers might facilitate the emergence of affordances for learning by fostering conditions for complex emergence. It begins by situating the research within the literature, and providing an overview of pertinent aspects of theories of complex dynamic systems and space and place. Then, illustrating the points with themes and anecdotes from the three studies, suggestions are made as to how learning space managers might support the emergence of affordances for learning through attention to distributed control, neighbour interactions, reciprocity, randomness, and physical design features of the learning space.

show abstract

The Semiotics of Place: Autonomy and Space

Cited by 33 publications

References 0 publications

Research agenda: Language learning beyond the classroom

Research agenda: Language learning beyond the classroom

From Theory to Practice: Considerations in Opening a New Self-Access Center

Autonomy and Complexity in Social Learning Space Management

Contact Info

Product

Resources

About