Karl Hildebrandt
Author
Karl Hildebrandt
Affiliation
Memorial University
Abstract
Through a review of the literature, this paper discusses emergent themes, language theories, instructional design principles, and research-driven application of technologies as possible solutions to the barriers and challenges now faced in the design and teaching of second language acquisition online in K-12 contexts due to COVID-19. Themes of interaction and collaboration, student motivation, engagement, authentic learning, and learner-centered environments emerged in the review of the literature as essential elements for instructional designers and educators in the creation of successful digital language learning environments online. SLA (Second Language Acquisition) theory and CLT (Communicative Language Teaching) frameworks are analyzed through the learning theories of Connectivism, and CoI (Community of Inquiry) to better guide facilitation of and the pedagogical practices of second language instructors online. By utilizing existing Web 2.0 technologies, gamified applications, opportunities for risk-taking, multiple modalities, while fostering peer interactions online, educators can develop second language learning environments online. A discussion of VoiceThread, Kahoot!, Quizlet, and Google Classroom follows and how their application in research can be used in pedagogy to address the emergent themes from literature. This paper suggests that by beginning to build professional communities and to network through social media, professionals and all stakeholders in second language instruction can begin to inform their practices. Future studies are needed to bridge the gap in new technologies, addressing speaking skills online, academic achievement in gamification, and the perceptions of educators using online learning environments.
Keywords
Second language acquisition, interaction, collaboration, learner-centered, authentic learning, digital language learning environments
Overview
Second Languages Online (09:55)
Introduction
The COVID-19 (Coronavirus disease) pandemic has presented the world of education with a host of unprecedented challenges as universities, classrooms, and schools across Canada were required to close their doors in March, 2020 in hopes of reducing the spread of COVID-19. Instructors of second languages needed to rapidly adapt language learning to a fully online format in response to school closures despite their existing gaps in research in the authentic use of second languages, in the production stage of second languages, in developing listening skills, and in fostering collaboration between learners in online settings (Chakowa, 2018; Derakhshan & Hasanabbasi, 2015; Ozverir, Herrington & Osum, 2016). Through a review of the literature, this paper discusses possible solutions to the barriers and challenges now faced in the design and teaching of second language acquisition online and presents guidelines for instructional designers (ID’s) and se