Being Specific: The Role of ICTs in Second Language Acquisition

As set down by the Australian Government, LOTE (Languages Other Than English) is identified as one of the eight Key Learning Areas for curriculum in Australian Schools. As such, it plays an important role in the educational opportunities and outcomes for young Australian learners through its provision of choice and variation for different types of learners and personalities in education.

Importantly here, as Brown (1994) points out, acknowledgement that Second Language Acquisition is a complex process is imperative to teaching it and underlines the success of acquiring it. In addition to theories of learning in general, second language acquisition also takes culture into account as an integral part of the learning process. Brown goes further to describe, with reference to research carried out by linguists (see Lado 1957) and anthropologists (see Burling 1970):

     "... [c]ulture, as an ingrained set of behaviours and modes of perception, becomes highly important
     in the learning of a second language. A language is part of a culture and a culture is part of a
     language; the two are intricately interwoven so that one cannot separate the two without losing
     significance of either language or culture. The acquisition of a second language ... is also the acquisition
     of a second culture" (p165).

Thus, taking this into perspective here, deep understandings of the world around us and the ability to acquire the skills necessary to succeed in this environment are imperative. Knowing and understanding other cultures will bridge gaps, which can be seen from a light hearted but pointed perspective in the following short film.



As the world economy continues to evolve at a rapid pace, globalisation has seen many major corporations move from being centred in one country to becoming global, non-localised entities. And so the change in skills acquired by learners needs to reflect this. Learners must acquire and produce skills that are, as described by Heath (2001), based on Mode 2 knowledge characteristics such as:
- produced in the context of application
- transdisciplinary
- heterogeneous in terms of the skills and experience brought to it
- produced on diverse sites
- characterised by the production in teams
- subject to social accountability and reflexivity
- subject to the quality control of market acceptability as well as peer review
- global or non-localised. (p3)

As per the gold fish in the short film above, learners must be able to understand and interpret the world around them and understand different cultures and how they operate.  Understanding culture equals being able to acquire a new language.  Benjamin Bloom et al (1964) are discussed by Brown (1994) as having devised an extended definition of what is known as The Affective Domain.  This theory outlines that "...understanding how human beings feel and respond and believe and value is an exceedinlgy important aspect of ...second lanaguage acquitision" (p136)

With this in mind, I was fortunate enough to attend a Japanese cultural day today that was organised by LOTE Teachers from local Catholic and Private Secondary High Schools in Mackay. This "Let's try in Japanese!" day was hosted by CQ University Mackay Campus and gave Year 10, 11 and 12 students from a number of local high schools the chance to celebrate their learning of Japanese in a cultural way, with traditional Japanese activities and access to native speakers of the language.

CQ University offers Japanese at Tertiary level at their Rockhampton campus, and their invovement in the day offered the opportunity of giving information to the school students that would assist them in making informed decisions about their future when the time comes.  The way that this course engages learners in real learning tasks was very impressive.  The students communicate with Japanese students and Universities through the use of Skype, giving the Australian students first hand, authentic learning experiences and environment.   These learning opportunties certainly reflect the RELATE-CREATE-DONATE technology based teaching and learning theory of Engaged Learning presented to us by Kearsely and Shneiderman (1999).

Although the possibility of using such techniques in my Learning site at the current time is not available, this is certainly an area that is being looked into.  As pointed out in a previous blog, some students already have access to tablet notebooks (laptops with internet access).  For the moment however, days such as these cultural days are imperative to enhancing motivation in learning languages and, as discussed above, highlighting the importance of cultural understanding and participation in second language acquisition.  These can be seen as outlined in the Dimensions of Learning, #1 Attitudes and Perceptions and #5 Habits of Mind (Marzano & Pickering. 2006).

The students were able to practice their language skills between each other and also with native Japanese speakers from within their own community and also from CQ University's Rockhampton campus' Japanese Language courses. This was done in a fun and friendly environment whilst participating in such traditional and educational cultural activities as "Nihongo no yakyu" (Japanese baseball language game), "hanko" (making an official Japanese seal - personal signature), "origami" (art of paper folding), "kimono" (dressing in tradional Japanese costume), "shyodo" (Japanese calligraphy) and the practice and delivery of a Japanese play and traditional song, to name a few.   A fantastic day was had by all.

I have attempted my first Mahara e-portfolio view if you would like to take a look - http://cqu-mahara.netspot.com.au/view/view.php?id=2774.

Thankyou
Kylie B

Brown, H. (1994), Principles of Language Learning and Teaching. 3rd Ed.  Tina Carver. New Jersey.

Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. FMIT University.

Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.

Kearsley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.

Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.

The Importance of being Bilinugual: http://www.youtube.com/watch?v=-55ElceKpV0&feature=related