Bonjour/Hello: Just-in-Time Education and Second Language in Canada.
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| Title: | Bonjour/Hello: Just-in-Time Education and Second Language in Canada. |
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| Authors: | Ragoonaden, Karen1 Karen.ragoonaden@ubc.ca |
| Source: | Proceedings of the International Conference on e-Learning (ICEL). 2011, p307-313. 7p. |
| Subject Terms: | *Second language acquisition, *Foreign language education, *Mobile learning, *Internet in education, *Computer assisted instruction, Multimedia communications |
| Geographic Terms: | Canada |
| Abstract: | Just-in-Time Education is a theoretical model taken from industry that achieves its goals by moving from standardized, static content to interactive, applied learning using anyplace and anytime delivery (Wind, 2002). This system works effectively for students by making learners active participants in the learning process through access to time and reference sensitive information, by criss-crossing knowledge and the presentation of the most current and up-to-date information available (Wind, 2002; Ragoonaden, 2010). Just-in-Time Education along with interactive multimedia instruction can make the teaching and learning of French, one of Canada's official languages, more relevant by providing models of authentic communications and by facilitating exposure to sociocultural realities of Francophones across Canada. Research has indicated that over the last 40 years, French immersion programs have greatly contributed to increasing the number of bilingual Canadians (Auger, 2000; Bajard, 2004; Genesee, 1987;1988; Krashen, 1984; Lambert, 1980; Rebuffot, 1993; MacFarlane, 2004; Swain,1995; 2000). Yet, evidence suggests that French immersion students in Anglophone majority regions do not use French when conversing with classmates about issues relating to their personal and/or social lives. Despite the renowned success of French immersion programs in Canada, research has identified problematic issues in the implementation of French immersion programs: inaccurate French oral and written production skills (expressive skills) and a high dropout rate at the secondary level. Digital exposure to French sociocultural realities may engender a willingness to communicate in the target language through the use of interactive multimedia instruction and may address the linguistic inaccuracies found in second language usage. Since fostering these skills and competencies requires a more systematic approach to Internet Education, researchers are beginning to identify and analyze the communicative practices and literacies involved in using new and ever-changing computer mediated communication (CMC) tools and participating in global communication spaces. It is imperative that educators outline the foundation of this new language, that of Internet learning and develop strategies which facilitate usage. The article presents a conceptual exploration of research which suggests benefits of digital media in second language learning. The results from this discussion may have important implications in the development of second language curriculum, pedagogy resources, web-based resources and methods along with assessment and evaluation. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Just-in-Time Education is a theoretical model taken from industry that achieves its goals by moving from standardized, static content to interactive, applied learning using anyplace and anytime delivery (Wind, 2002). This system works effectively for students by making learners active participants in the learning process through access to time and reference sensitive information, by criss-crossing knowledge and the presentation of the most current and up-to-date information available (Wind, 2002; Ragoonaden, 2010). Just-in-Time Education along with interactive multimedia instruction can make the teaching and learning of French, one of Canada's official languages, more relevant by providing models of authentic communications and by facilitating exposure to sociocultural realities of Francophones across Canada. Research has indicated that over the last 40 years, French immersion programs have greatly contributed to increasing the number of bilingual Canadians (Auger, 2000; Bajard, 2004; Genesee, 1987;1988; Krashen, 1984; Lambert, 1980; Rebuffot, 1993; MacFarlane, 2004; Swain,1995; 2000). Yet, evidence suggests that French immersion students in Anglophone majority regions do not use French when conversing with classmates about issues relating to their personal and/or social lives. Despite the renowned success of French immersion programs in Canada, research has identified problematic issues in the implementation of French immersion programs: inaccurate French oral and written production skills (expressive skills) and a high dropout rate at the secondary level. Digital exposure to French sociocultural realities may engender a willingness to communicate in the target language through the use of interactive multimedia instruction and may address the linguistic inaccuracies found in second language usage. Since fostering these skills and competencies requires a more systematic approach to Internet Education, researchers are beginning to identify and analyze the communicative practices and literacies involved in using new and ever-changing computer mediated communication (CMC) tools and participating in global communication spaces. It is imperative that educators outline the foundation of this new language, that of Internet learning and develop strategies which facilitate usage. The article presents a conceptual exploration of research which suggests benefits of digital media in second language learning. The results from this discussion may have important implications in the development of second language curriculum, pedagogy resources, web-based resources and methods along with assessment and evaluation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 20488882 |
