Online instructional environments for language teaching: Designing the conversation
As more and more language education activity moves to online venues, language educators are left with a great deal to consider in terms of their learners and their practices. Central to these considerations are two central questions that I address here. First is the critical question of our perceptions of online venues for language education. Do we see these venues as automated, that is preprogrammed and devoid of human contact or do we see these as what I call humanted, that is dominated by rich social interaction using the language and steered by the underlying culture that is the target of learning? The second critical question addresses our expanding online lives as users of social media and the relevance of these practices to language education; particularly implications for contemporary learners and online social connectivity. I take up these two central questions within the broader discussion of what constitutes effective online language education and how we as educators might think about the design of effective online conversations for our students.
Meskill, C. (2011). Online instructional environments for language teaching: Designing the conversation. The JALT CALL Journal, 7(3), 249-254. https://doi.org/10.29140/jaltcall.v7n3.120