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E-raamat: Routledge Handbook of Language Learning and Teaching Beyond the Classroom

Edited by (Anaheim University, USA), Edited by (University of Oslo, Norway), Edited by (The University of Hong Kong, Hong Kong)
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Informal language learning beyond the classroom plays an important and growing role in language learning and teaching. This Handbook brings together and solidifies the existing body of research and unites the various disciplines that have looked at this area to present the current state of knowledge in one accessible resource.

Informal language learning beyond the classroom plays an important and growing role in language learning and teaching. This Handbook brings together the existing body of research and unites the various disciplines that have explored this area, in order to present the current state of knowledge in one accessible resource.

Much of adult learning takes place outside of formal education and for language learning, it is likely that out-of-class experiences play an equally important role. It is therefore surprising that the role of informal language learning has received little attention over the years, with the vast majority of research instead focusing on the classroom. Researchers from a range of backgrounds, however, have started to realise the important contribution of informal language learning, both in its own right, and in its relationship with classroom learning. Studies in the areas of learner autonomy, learning strategies, study abroad, language support, learners’ voices, computer-mediated communication, mobile-assisted language learning, digital gaming, and many others, all add to our understanding of the complex and intersecting ways in which learners construct their own language learning experiences, drawing from a wide range of resources, including materials, teachers, self-study, technology, other learners and native speakers.

This Handbook provides a sound and comprehensive basis for researchers and graduate students to build upon in their own research of language learning and teaching beyond the classroom.



Informal language learning beyond the classroom plays an important and growing role in language learning and teaching. This Handbook brings together and solidifies the existing body of research and unites the various disciplines that have looked at this area to present the current state of knowledge in one accessible resource.

Arvustused

'The changing landscape of language teaching and learning that we have witnessed recently has emphasized the need for a greater understanding of nature and significance of out-of-class learning opportunities in second language learning. This handbook provides a valuable account of the nature of LBC; illustrates the diversity of affordances learners make use of; describes the cognitive, affective, linguistic, social and individual dimensions involved; and provides examples of the research methods that can be used in investigating LBC. And in addition the handbook demonstrates how learners use of out of class learning opportunities are changing our understanding of the nature of second language learning.' Jack C. Richards, Honorary Professor, University of Sydney

'Starting with the recognition that technology has opened a new world for language teachers and learners, this handbook provides an up-to-date and comprehensive look at learning beyond the classroom. Editors Reinders, Lai, and Sundqvist are leading authorities in this domain, and have put together an impressive ensemble of knowledgeable contributors across a broad range of relevant sub-areas. Language teachers, teacher educators, and researchers will find this an invaluable and timely resource.' Phil Hubbard, Senior Lecturer Emeritus, Stanford University

Part I Mapping LLTBC
1. The History of Language Learning and Teaching
Beyond the Classroom
2. Mapping language learning environments
3. Interfacing
Formal Education and Language Learning beyond the Classroom
4.
Participant-driven L2 learning in the wild: An overview and its pedagogical
implications
5. Learning beyond the classroom and autonomy
6. CALL in the
Wild = a voyage of independent self-directed learning?
7. English Language
Learning Beyond the Classroom: Do Learner Factors Matter?
8. The golden age
of foreign language learning. Age and language learning beyond the classroom
Part II Supporting LLTBC
9. Digital Game-Based Language Learning in
Extramural Settings
10. Fostering learners self-regulation and collaboration
skills and strategies for mobile language learning beyond the classroom
11.
Enhancing Language and Culture Learning Through Social Network Technologies
12. Enhancing language and culture learning in the case of study abroad
13.
Enhancing Language and Culture Learning in Migration Contexts
14. Learning to
act in the social world: building interactional competence through everyday
language use experiences
15. Enhancing language learning in private tutoring
16. Enhancing the Quality of Out-of-Class Learning in Flipped Learning
17.
Enhancing language learning beyond the classroom through advising
18. Online
Learner Communities for Fostering Autonomous Learning beyond the Classroom
19. Self-access Centres for Facilitating Autonomous Language Learning
20.
Assessments of and for LBC Part III Researching LLTBC
21. Ethics, privacy and
security in researching LBC
22. Evaluation of instruments for researching
learners LBC
23. Methods and Approaches to Investigating Language Learning
in the Digital Wilds
24. The use of mixed methods to study language learning
beyond the classroom
25. Language Learning Diary Studies in Learning beyond
the Classroom Contexts
26. Doing LLBC research with young learners
27.
Ethnography in LBC research
28. When Classrooms arent an Option: Researching
Mobile Language Learning through Disruption
29. Bringing beyond into the L2
classroom: On video ethnography and the wild in-class use of smartphones
30. Learning Analytics and Educational Data Mining in Learning Beyond the
Classroom
Hayo Reinders (www.innovationinteaching.org) is TESOL Professor and Director of Research at Anaheim University, USA, and Professor of Applied Linguistics at KMUTT in Thailand. He is founder of the global Institute for Teacher Leadership and editor of Innovation in Language Learning & Teaching.



Chun Lai is an Associate Professor at the Faculty of Education, the University of Hong Kong. Her research interests include self-directed language learning with technology beyond the classroom, technology-enhanced language learning and teacher technology integration.

Pia Sundqvist is Associate Professor of English Language Education at the University of Oslo, Norway. Her main research interests are in the field of applied English linguistics, with a focus on informal language learning, especially Extramural English and gaming, the assessment of L2 oral proficiency and English language teaching.
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