Foreign Language Acquisition: Fostering Social Justice and Internalization within Web 2.0 environments

Florence Lojacono

Abstract


In the field of mobile teaching the winds of change are coming from the “Steve Job Galaxy” confirming the vision Illich described in Deschooling Society (1971). The success of mobile learning is primarily due to easily searchable databases. Therefore a Copernican Revolution is on the go and will revise the way educational contents are accessed. In this paper we discuss a specific aspect of this the radical shift: collaborative teaching through globally networked learning environments. Within educational institutions, collaboration means the ability to harness ideas, resources and educational practioners from across boundaries. While it is clear that collaboration is acknowledged as a required win-win practice for any business organizations, in the field of education the most important outcome brought by Web 2.0 tools is social justice, in terms of equity in mobility and cross-cultural experiences. Therefore this paper describes practices aimed at fostering social justice within a language learning framework. Internet-based tools are analyzed in terms of hardware and software requirements as well as in terms of second language acquisition theories and cognitive approaches. In sum, this paper is aimed at serving the innovative teacher in the exploration of collaborative teaching in a Web 2.0 context.


Keywords


M-Learning; Foreign Language Didactics; Social Justice

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References


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DOI: http://dx.doi.org/10.18533/journal.v2i10.222

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