How can ICT support language learning in informal settings? www.lanugagecafe.eu developed strategies for technical und social implementation of ICT in selforganized language learning groups. Here a presentation about ...

1. Das Sprachcafé Online Supportive Strategies in Selforganised Language Learning Mag.a. Monika Neumayer (Alpen-Adria Universität, Klagenfurt)

3. How can technology support self-organising? What it means to be „social“ in technology enhanced enviornments Communicative Paradigm of Language Learning Computer/Internet Mediated Communication (CMC) vs. the Liveliness of Face to Face Interaction (F2F) self-organising social language learning online

6. Learners – Context – Languages – Motivation – Expectations

7. “… there are rules of use without which the rules of grammar would be useless” (Hymes, 1971, p. 10). Language is a socially constructed phenomenon:

8. We are all speaking “Technic” with a very strong accent. (Graham Attwell, 2008) Virtual Sociability and the tendency of virtual tribalization:

10. Bildungs-politischer und gesellschaftlicher Kontext

11. Business-week JUNE 11, 2007 via Forrester's Social Technographics® research http://www.businessweek.com/magazine/content/07_24/b4038405.htm

18. 1. Reference services to educational objects - which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories and showrooms like museums and theatres; others can be in daily use in factories, airports or on farms, but made available to students as apprentices or on off-hours. 2. Skill exchanges - which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached. 3. Peer-matching - a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry. 4. Reference services to educators-at-large - who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals and freelances, along with conditions of access to their services. Such educators... could be chosen by polling or consulting their former clients. (Illich 1973a: 81)

20. Spontaneous Collaboration, Ad hoc Communities, „Quick and Easy“-Participation, Social Contacts to other language learners and to native speakers, links to experts and ressources. Specific attributes of CMC: No matter when /where. no matter whom, BUT it matters what! Coordinate meetings and activities Distribute, collect, share (!) ressources Link and connect Learners, Practioniers, Facilitators, Experts, Sponsors, Mentors, self-organising social language learning online

22. Mag.a. Monika Neumayer (Alpen-Adria Universität, Klagenfurt) Links: http:// www . languagecafe . eu http:// tlc .uni- klu . ac .at

23. Statistik Austria (2008): Bildung in Zahlen 2006/07 - Schlüsselindikatoren und Analysen . http:// www . statistik .at/ BusinessWeek: J une 11, 2007 . Forrester's Social Technographics® http:// www . businessweek . com / magazine / content /07_24/b4038405.htm Internet Worldstats: Internet Usage in the European Union - EU27 http:// www . internetworldstats . com /stats9.htm# eu Das Sprachcafé frägt nach: http:// www . onlinforschung . org / sprachcafe http:// www . onlinforschung . org /das_ sprachcafe http:// www . onlinforschung . org / sprachcafe _ manager

24. Chia, C. (2007). Autonomy in Language Learning: The use of it and internet resources McGraw-Hill Education (Asia). Kern, R., & Warschauer, M. (2000). Introduction: Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Networked-based language teaching: Concepts and practice (pp. 1-19). Cambridge, UK: Cambridge University Press. Warschauer, M. (2000). On-line learning in second language classrooms: An ethnographic study. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 41-58). Cambridge, UK: Cambridge University Press. ICC (2003) The impact of Information and Communications Technologies on the Teaching of Foreign Languages and on the Role of Teachers of Foreign Languages. A report commissioned by the Directorate General of Education and Culture. http:// europa . eu . int / comm /education/policies/ lang /languages/download/ ict . pdf http://www. icc - europe .com/ICT_in_FLT_Final_report_Jan2003/ICT_in_FLT_in_Europe. pdf Hofstede, Geert : Culture's consequences : international differences in work-related values / Geert Hofstede . - Abridged ed., 16. [print.] . - Newbury Park, Calif. [u.a.] : Sage Publ. Pettenati, M.C./Ranieri, M. (2007) Informal learning theories and tools to support knowledge management in distributed CoPs. http://ftp. informatik . rwth - aachen .de/Publications/CEUR-WS/ Vol -213/paper47. pdf Dieu, B.(2007) Pedagogical affordance of syndication, Aggregation, and Mash-up of Content on the Web. tbc