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dc.contributor.authorCrawford, Keith Andrew
dc.date.accessioned2017-04-25T19:35:58Z
dc.date.available2017-04-25T19:35:58Z
dc.identifier.urihttp://hdl.handle.net/10464/12653
dc.description.abstractDespite digital environments’ proven effectiveness in supporting additional language acquisition, there is a gap in knowledge about how technology is integrated in Kindergarten–Grade 12 (K–12) additional language classrooms. This study examined situations in which additional language learning classes integrated digital environments in elementary and secondary language classrooms and sought to highlight how young learners interact with such environments for additional language learning purposes. A review of the literature revealed that digital learning environments offer corrective feedback for additional language learners who have traditionally been a focus of computer-assisted language learning (CALL); however, more recently computermeditated communication (CMC) has taken hold. Importantly, digital environments that offer multimodality provide comprehensible input that supports the language learning process. The utilization of digital environments with traditional additional language resources is discussed. This study has significant implications for additional language learning and teaching strategies while applying digital learning theories into the additional language classroom.en_US
dc.subjectadditional language learning, CALL, connectivism, digital environments, technologyen_US
dc.titleConnecting Digital Environments to Additional Language Learning in Schoolsen_US


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