Towards a Seamless Language Learning Framework: Enculturating Learners to Practices of Bridging Language Learning Spaces Mediated by an Integrated Technology-transformed Learning Environment

Project Number
OER 61/12 WLH

Project Duration
April 2013 - March 2016

Status
Completed

Abstract
MyCLOUD 2 (My Chinese Language ubiquitous learning Days, ????) is a one-year intervention study which aims to investigate whether and how Singapore primary school students' attitudes and competencies in Chinese Language (CL) can be improved through the theory-informed seamless language learning experience. The design is informed by the notion of seamless learning (learning which encompasses formal and informal contexts, personal and social settings, physical and digital spaces), and language learning and acquisition theories. Building on the foundation of socio-techno-pedagogical framework proposed in MyCLOUD 1 (Project ID: OER 17/10 WLH) to guide lesson co-design and enactment, MyCLOUD 2 strives to further: (1) develop a **generic** Seamless Language Learning (SLL) framework informed by both the empirical findings and further theorization; (2) create an ecology of resources that could help the 5 SHHK schools kick-start the implementation of the innovation in their schools. Examples of resources include: distilling salient design principles, creating learning packages, proposing the improved design of MyCLOUD platform and informing leadership practices that could enhance operational rigour. Grounded in the sociocultural intersection of language learning theories and seamless learning, coupled with insights drawn from the designs and research outcomes of our previous SLL projects, the prospective SLL framework in MyCLOUD2 is positioned both as a design framework (to guide researchers and practitioners in designing SLL learning environments) and a learning framework (to inform individual learners in practicing SLL). It is hoped that this framework will be able to address long-standing limitation of mainstream CL classroom practice characterized by teacher-directed transmission of decontextualised and compartmentalised instructions of language knowledge/skills. By foregrounding SLL, greater emphasis would be placed on assessing the learners' holistic language development and nurturing of their presuming literacy -- a direction that is aligned with MOE's advocacy for developing ''active learners'' and ''proficient users'' of Chinese language.

Funding Source
NIE

Related Links
SingTeach Issue 55 2015: Learning Chinese Seamlessly

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