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TECHNOLOGIES FOR LITERACY, APPRENTICESHIP, AND DISCOURSE Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse
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In: http://llt.msu.edu/vol7num3/pdf/review2.pdf (1998)
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Abstract:
Textual electronic collaboration provides language learners today with several contexts for employing and improving their second-language (L2) abilities, including electronic mail, delayed conferencing tools such as Blackboard and WebCT, and real-time brainstorming and chat solutions. Researchers specifically interested in L2 acquisition and pedagogy have just begun to explore the potential effects of telecollaboration (see Belz, 2003). The edited volume Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse (Bonk & King, 1998) explores the contribution of Sociocultural Theory (e.g., Vygotsky, 1978) to providing instructional premises upon which to base collaborative learning tasks. The text's audience is educators in general, such that its implications for second-language acquisition (SLA) will require the creativity of L2 researchers themselves. All told, the volume provides a solid theoretical foundation for investigators to consider, although most of the volume's research projects lack several important quality controls of research design. The strength of this volume is its potential for offering SLA investigators with insights into designing research on the effects of electronic collaboration seen through a sociocultural lens. Of course, the sociocultural perspective is far from new to SLA. Researchers such as Lantolf (Lantolf, 1994, 2000; Lantolf & Appel, 1994) approach the study of SLA as a social semiotic construct to gauge what learners
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URL: http://llt.msu.edu/vol7num3/pdf/review2.pdf
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.552.4272
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A Mind-Centered, Input Approach
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In: http://pdf.aminer.org/000/591/936/hands_drawing_each_other_cal_help_tools_as_the_base.pdf
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