Abstract
With the prevalence of globalisation, it is increasingly important for educators to develop effective methods of teaching second language (L2) learners. What does L2 learning within a “global” community mean to us? The world today is becoming more and more interconnected; no country any longer exists in isolation. Within this global perspective, beyond “learning L2”, “using L2” within a meaningful context is regarded as important in Korea. Furthermore, drawing on a constructivist perspective, researchers in L2 education have focussed on collaborative learning (Atkinson 2002; Donato 1994; Pavlenko & Lantolf 2000). Researchers and educators in English education in Korea (e.g. The Korea Association of Teachers of English) have also emphasised collaboration in the context of the L2 learning experience.
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Mi-Song, K. (2010). Understanding Korean Children’s L2 Dialogue Journals: Towards a Model of Creative Apprenticeship for Integrating Teaching and Learning. In: Kwo, O. (eds) Teachers as Learners. CERC Studies in Comparative Education, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9676-0_4
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