Affinity and the Classroom: Informal and Formal L2 Learning

Autor/inn/en	Brevik, Lisbeth M.; Holm, Thea
Titel	Affinity and the Classroom: Informal and Formal L2 Learning
Quelle	In: ELT Journal, 77 (2023) 1, S.83-93 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brevik, Lisbeth M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccac012
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Informal Education; English (Second Language); Computer Games; Language Teachers; Computer Assisted Instruction; Social Media; Learning Activities; Educational Change; Instructional Design; Secondary School Students; Foreign Countries; Correlation; Language Usage; Computer Mediated Communication; Teacher Attitudes; Classroom Communication; Norway + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Computer game; Computerspiel; Computerspiele; Language teacher; Sprachunterricht; Computer based training; Computerunterstützter Unterricht; Soziale Medien; Lernaktivität; Bildungsreform; Lesson concept; Lessonplan; Unterrichtsentwurf; Sekundarschüler; Ausland; Korrelation; Sprachgebrauch; Computerkonferenz; Lehrerverhalten; Klassengespräch; Norwegen
Abstract	Connecting informal and formal language teaching and learning has gained prominence as a way to understand language development among teenagers, but questions remain regarding its application in L2 contexts. This study investigates the significance of such connections in two L2 English classes taught by the same teacher, where students were learning English during a technology-based project, the Time Traveller. We collected data during three weeks of fieldwork at a Norwegian secondary school. We found that informal and formal language teaching and learning were connected in two ways: the students' use of English outside school was primarily linked to online game play and social media, and the teacher was able to design activities that extended her students' existing affinity space, resulting in the students using English in the classroom more frequently and more confidently than before. Implications include the importance of understanding students' informal language learning to rethink L2 teaching practices. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01