This document discusses the relationship between technology, networks, language acquisition, and social interaction. It explores how technology both enables and constrains human behavior and language acquisition in similar ways. The document examines cultural differences in first language acquisition between Western and Asian infants and the implications for teaching English to Asian students using social networking technologies. It suggests leveraging cultural similarities and differences across Limkokwing campuses in student-directed exercises and projects using social media to promote cross-cultural understanding and language learning.

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Context, social networking
technologies and language
Ron Klein and Derek Nicoll

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'there are no such things as
facts, only interpretations'.
Friedrich Nietzsche

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Is there similitude in the way
in which we learn
technologies and learn
language?

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Multimedia ICTs demand and
require reading and writing
(sites, txt, blogs)…
…as well as viewing, listening
(video, music, speech) and
speaking (Skype, voice
command)

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"The basic tool for the manipulation
of reality is the manipulation of
words
If you can control the meaning of
words, you can control the people
who must use the words."
Philip K. Dick

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The usability of technology
and language (learnability
and ambiguity)
The findability of data and
information
Informed choices

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technology = social?

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technology +
networks= social?

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technology + networks +
language
acquisition = social?

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Technology + networks +
second language acquisition
+ cultural
awareness = social?

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Technology + networks +
second language acquisition
+ cultural awareness +
sensitivity= social?

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Technology + networks +
second language acquisition
+ transcultural awareness +
sensitivity + curiosity=
social?

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Technology + networks +
second language acquisition
+ transcultural awareness +
sensitivity + curiosity +
motivation= social?

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Technology + networks +
second language acquisition
+ transcultural awareness +
sensitivity + curiosity +
motivation= social?

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A lot of focus on technology, much focus on second
language acquisition...
...less upon the power of networks to help abilities to
motivate transcultural awareness, sensitivity and
curiosity – suspense, dramaticism,
Use of technology = use of language?
Usage = patterns of use = social research
(ethnomethodology)
Everyday life and routinization = vital themes - Maslow,
Max Neef... Everyday universal needs... Van Ek

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Van Ek:
• personal identification (name, age, family, address)
• house and home, environment
• daily life
• free time, entertainment
• travel
• relations with other people
• health and body care
• education
• shopping
• food and drink
• services
• places
• language
• weather

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Maslow, Max Neef... Everyday universal needs...
Van Ek:
• personal identification (name, age, family, address)
• house and home, environment
• daily life
• free time, entertainment
• travel
• relations with other people
• health and body care
• education
• shopping
• food and drink
• services
• places
• language
• weather
Cross-cultural
contrasts and
differences

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Cross-cultural research – Robert Nisbett
difference between Western & Asian infants
of first language acquisition
Western infants learn nouns quicker than verbs
Asian infants learn verbs quicker than nouns
Asians find it more difficult to separate objects
from its environment
Asians think more about the relationship
the object has with its environment

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What implications does this have
for second language acquistion of
Asian students?
For the teaching of English to
Cambodian students using social
networking and other technology?

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• Elimination of strong teacher presence leads to
larger quantity and better quality of
communication - such as more fluidity, more use
of complex sentences and more sharing of
students’ personal selves.
• It has further been suggested by Asian students
themselves that self-directed forms of study be
increased over course durations (scaffolding)
• Ironically, and in support of more technology
based learning practices, a vast majority of
Asians indicated a preference for individual
methods of learning (with minimal or no
assistance from the lecturers).

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Conclusion
Leverage and contrast differences and similarities
between ‘vital themes’ between groups of
students over the ‘global classroom’ (different
Limkokwing Campuses) – etc.
Make these the focus of exercises and self-directed
studies (global/local; individual/group;
individual/universal)
Social networking sites require and demand that
students learn how to organise and re-present
knowledge, texts, and data (mash-ups, joint
projects etc.) – technology enables and
constrains – it formats human behaviour – just
as language does...

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Thank you