This document discusses trends in language learning and teaching in the digital age. It argues that the field is moving towards being more learner-centered, collaborative, and technologically driven. This empowers students to communicate globally in real time. However, it also presents challenges around how language is used, the teacher's role, developing digital skills, and managing resources. The document explores beliefs about how learners learn best and different approaches to teaching. It also provides examples of digital tools and platforms that can be used for language learning, including resources for content, curation, creation, and communication.

1. Language teaching
in the digital age.
T.MacKinnon
Senior tutor, Language Centre

2. Global trends in language learning.
There is a case for a reconceptualised field that is more
learner-centered, more collaborative and more
technologically driven.
The trends in language learning are moving us forward
in such a way as to empower our students to
communicate with others across the globe in real
time.

3. Challenges and opportunities:
• Language use
• Role of the teacher
• Digital skills
• Availability of resources
• New modes of
communication
• Teacher as learner

4. What beliefs do we hold about how
learners learn?
Macaro, 2003
T.MacKinnon, April 2010

5. Where are you?
transmission
interpretation
At the interpretation end, the tutor is
concerned to train the learner to become
autonomous in language acquisition, more
in tune with a constructivist view.
At the transmission end of this
continuum tutors would have
positivist views that learning is
achieved through the transmission
of objective reality. They would see
mastery and internalisation of
language structure and form to be
the learner’s goal.
T.MacKinnon, April 2010
Wright, 1987

6. content
• British Council
• TES connect
• Authentik Interactive
Internet culture:
Capture
Share
Remix
Manage your online identity

7. curation
Making the resources more manageable:
• Bookmarking sites
• Pearltrees
• Scoop.it
• Netvibes

8. creation
Many web 2.0 tools for mixed media creations.
Many evangelists.
• Quia.com (games/surveys)
• Popcorn maker example
• Student e-portfolios
• Publish
Important questions:
• Where? Who? Control? Sharing?

9. communication
• Between educators: • Between students:
#edchat #ukedchat
#globalclassroom

10. WarwickLanguage on twitter and youtube
Second Life: Teresamac
About.me Personal website

11. Eating elephants.

12. complexity
Email
Word
files
Web/cloud
audio
video
Multiple windows

13. Learning

15. The Language Centre’s talking
mahoodle
The basic concept of the Web:
“. . . that it is an information space through which people can
communicate.
. . communicate by sharing their knowledge in a pool. . . The idea
was that everybody would be putting their ideas in, as well as
taking them out.”
Tim Berniers-Lee (considered by many as the father of the www)
28/09/2010 T.Mackinnon

16. Community of practice
The domain: A community of practice is not merely a club of friends or a network of
connections between people. It has an identity defined by a shared domain of
interest. Membership therefore implies a commitment to the domain, and therefore
a shared competence that distinguishes members from other people.
The community: In pursuing their interest in their domain, members engage in joint
activities and discussions, help each other, and share information. They build
relationships that enable them to learn from each other.
The practice: Members of a community of practice are practitioners. They develop a
shared repertoire of resources: experiences, stories, tools, ways of addressing
recurring problems—in short a shared practice. This takes time and sustained
interaction.
Etienne Wenger:
http://www.ewenger.com/theory/