Skip to main content
SpringerLink
Log in

Language as a Bridge Connecting Formal and Informal Language Learning Through Mobile Devices

  • Chapter
  • First Online:
Seamless Learning in the Age of Mobile Connectivity

Abstract

Informal learning plays an important role in language learning and mobile device ownership fuels its growth, thanks to the availability of educational apps, massive scale services delivered by network operators and emerging designs for situated learning in authentic communication contexts beyond the traditional classroom. This chapter shows how connections between formal and informal language learning may be made through the use of mobile technologies and explores the mutual influence of these spheres, with particular reference to the role of language. Language is the focus of learning but also the means by which learning happens, which gives it a unique mediating and facilitative role. The potential for conversational language to act as a new bridge between formal and informal settings is explored. Motivations for language learning are changing and they will have an influence over what types of learning appeal to new generations of language learners of all ages. Faced with an abundance of resources on the Internet and on their mobile phones, learners will often look for more structured environments and some degree of guidance. The opportunity is there to create learning environments and designs that incorporate the effective use of mobile technologies but that also consider how new social contexts influence the language that is being used and learnt. An example of this is described with reference to the MASELTOV project which is creating innovative context-aware smartphone services for migrants and provides a fertile ground for imagining the future of language learning.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • ACTFL. (2006). Standards for foreign language learning: Preparing for the 21st century (3rd ed.). American Council on the Teaching of Foreign Languages. http://www.actfl.org/publications/all/national-standards-foreign-language-education

  • Adkins, S. S. (2012, April). The worldwide market for digital English language learning products and services: 2011–2016 forecast and analysis. Ambient Insight Premium Report. http://www.ambientinsight.com/Resources/Documents/AmbientInsight-2011-2016-Worldwide-Digital-English-Language-Learning-Market-Overview.pdf

  • Arrigo, M., Di Giuseppe, O., Fulantelli, G., Gentile, M., Merlo, G., Seta, L., & Taibi, D. (Eds.). (2010). MOTILL mobile technologies in lifelong learning: Best practices. Palermo: Italian National Research Council - Institute for Educational Technology.

    Google Scholar 

  • Butow, P. N., Lobb, E., Jefford, M., Goldstein, D., Eisenbruch, M., Girgis, A., King, M., Sze, M., Aldridge, L., & Schofield, P. (2012). A bridge between cultures: Interpreters’ perspectives of consultations with migrant oncology patients. Support Care Cancer, 20(2), 235–244.

    Article  Google Scholar 

  • Cook, J., Pachler, N., & Bradley, C. (2008). Bridging the gap? Mobile phones at the interface between informal and formal learning. Journal of the Research Center for Educational Technology, 4(1), 3–18.

    Google Scholar 

  • Crystal, D. (1987). The Cambridge encyclopedia of language. Cambridge: Cambridge University Press.

    Google Scholar 

  • Crystal, D. (2001). Language and the internet. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Crystal, D. (2008). Txtng: The gr8 db8. Oxford: Oxford University Press.

    Google Scholar 

  • Demouy, V., & Kukulska-Hulme, A. (2010). On the spot: Using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open and Distance Learning, 25(3), 217–232.

    Article  Google Scholar 

  • Díaz-Vera, J. E. (Ed.). (2012). Left to my own devices: Learner autonomy and mobile assisted language learning (Innovation and Leadership in English Language Teaching, 6). Bingley: Emerald Group Publishing Limited.

    Google Scholar 

  • Duff, P. A. (2008, January 14–17). Foreign language policies, research and educational possibilities. In APEC education symposium, Xi’an, China. http://www.sei2003.com/APEC/LearningStandards/Duff_APEC_2008.doc

  • Elliott, A. (2010, November 8). Mobile lives, digital emotions. Paper presented at the Birkbeck Institute for Social Research. Backdoor Broadcasting Company Archive. Retrieved from: http://backdoorbroadcasting.net/2010/11/anthony-elliott-mobile-lives-digital-emotions/

  • European Commission. (2010). Education and training for social inclusion: European success stories. Luxembourg: Publications Office of the European Union. Retrieved from: http://ec.europa.eu/education/pub/pdf/llp/llp10_en.pdf

  • European Commission. (2012). Commission staff working document – Language competences for employability, mobility and growth. Retrieved from: http://ec.europa.eu/education/news/rethinking/sw372_en.pdf

  • Fernández-López, A., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61(February), 77–90.

    Article  Google Scholar 

  • Fortunati, L. (2002). The mobile phone: Towards new categories and social relations. Information, Communication & Society, 5(4), 513–528.

    Article  Google Scholar 

  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

    Google Scholar 

  • Gardner, R. C., & Lambert, W. (1972). Attitudes and motivation in second-language learning. Rowley: Newbury House.

    Google Scholar 

  • Gardner, D., & Miller, L. (Eds.). (1994). Directions in self-access language learning. Hong Kong: Hong Kong University Press.

    Google Scholar 

  • Gaved, M., Jones, A., Kukulska-Hulme, A., & Scanlon, E. (2012). A citizen-centred approach to education in the smart city: Incidental language learning for supporting the inclusion of recent migrants. International Journal of Digital Literacy and Digital Competence, 3(4), 50–64.

    Article  Google Scholar 

  • Hulstijn, J. H. (2003). Incidental and intentional learning. In C. Doughty & M. H. Long (Eds.), The handbook of second language research (pp. 349–381). London: Blackwell.

    Google Scholar 

  • Hulstijn, J. H. (2012). Incidental learning in second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. London: Wiley-Blackwell.

    Google Scholar 

  • Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20, 37–53.

    Article  Google Scholar 

  • Kenning, M.-M. (2007). ICT and language learning: From print to the mobile phone. Basingstoke: Palgrave Macmillan.

    Book  Google Scholar 

  • Kerka, S. (2000). Incidental learning: Trends and issues: Alert No. 18. http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno = ED446234

  • Kukulska-Hulme, A. (2010). Charting unknown territory: Models of participation in mobile language learning. International Journal of Mobile Learning and Organisation, 4(2), 116–129.

    Article  Google Scholar 

  • Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J. E. Diaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile assisted language learning (pp. 1–13). Bingley: Emerald Group.

    Google Scholar 

  • Kukulska-Hulme, A., & de los Arcos, B. (2011, April 13–15). Triumphs and frustrations of self-motivated language learners using mobile devices. In: The CAL conference 2011 – Learning futures: education, technology & sustainability, Manchester.

    Google Scholar 

  • Kukulska-Hulme, A., Gaved, M., Brasher, A., Jones, A., Scanlon, E., & Paletta, L. (2012). Designing for inclusion through incidental language learning. In ICT for language learning (5th ed., pp. 15–16). Florence: Pixel.

    Google Scholar 

  • Little, D. (2004). Autonomy and autonomous learners. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (pp. 69–72). London: Routledge.

    Google Scholar 

  • Lowden, K., Hall, S., Elliot, D., & Lewin, J. (2011). Employers’ perceptions of the employability skills of new graduates. Research commissioned by the Edge Foundation. University of Glasgow, The SCRE Centre. http://www.edge.co.uk/media/63412/employability_skills_as_pdf_-_final_online_version.pdf

  • Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London: Routledge.

    Google Scholar 

  • Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.

    Google Scholar 

  • Mondada, L. (2012). The dynamics of embodied participation and language choice in multilingual meetings. Language in Society, 41(2), 213–235.

    Article  Google Scholar 

  • Neumann, L., & Matas, J. (2012). Real-time scene text localization and recognition. In Proceedings of IEEE conference on Computer Vision and Pattern Recognition (CVPR 2012) (pp. 3538–3545).

    Google Scholar 

  • Palalas, A. (2012). Design guidelines for a mobile-enabled language learning system supporting the development of ESP listening skills. Doctoral dissertation, Athabasca University.

    Google Scholar 

  • Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning, 12, 78–102.

    Google Scholar 

  • Petersen, S. A., Markiewicz, J.-K., & Bjørnebekk, S. S. (2009). Personalized and contextualized language learning: Choose when, where and what. Research and Practice in Technology Enhanced Learning, 4(1), 33–60.

    Article  Google Scholar 

  • Petersen, S., Procter-Legg, E., Cacchione, A., Fominykh, M., & Divitini, M. (2012). Creativity and mobile language learning. Presentation at MLCW EC-TEL 2012. http://www.idi.ntnu.no/~fominykh/res/Petersen_atall_MLCW_EC-TEL2012_prePrint.pdf

  • Ros, A. (Ed.). (2012). Social and cultural needs. MASELTOV Deliverable D2.2.1. Retrieved from: http://www.maseltov.eu/wp-content/uploads/2012/11/MASELTOV_D2.2.1_UOC_2012-09-02_SocialCulturalNeeds_final.pdf

  • Schwarz, R. L. (1997). Learning disabilities and foreign language learning. Online article. http://www.readingrockets.org/article/6065/

  • Shao, Y., Crook, C., & Koleva, B. (2007). Designing a mobile group blog to support cultural learning. In Proceedings of mLearn’07 (pp. 223–226), Melbourne. Retrieved from: http://www.mlearn2007.org/files/mLearn_2007_Conference_Proceedings.pdf

  • Sharples, M., Taylor, J., & Vavoula, G. (2007). A theory of learning for the mobile age. In C. Haythornthwaite & R. Andrews (Eds.), The Sage handbook of elearning research. London: Sage.

    Google Scholar 

  • Smith, L., & Clayton, B. (2009). Recognising non-formal and informal learning: Participant insights and perspectives. A National Vocational Education and Training Research and Evaluation Program Report. Australian Government, Department of Education, Employment and Workplace Relations.

    Google Scholar 

  • Smith, R., Gray, J., Freeman, D., Wanjira Kiai, A., Tanaka, M, & Banegas, D. (2013). Report on a symposium on ELT coursebooks: Past, present and possible. In: T. Pattison (Ed.), IATEFL 2012 glasgow conference selections (pp. 74–77). Canterbury: IATEFL.

    Google Scholar 

  • Tammelin-Laine, T., Nieminen, L., & Martin, M. (2013). Editorial – Special issue on second language and literacy acquisition of low-educated adult immigrants. Apples – Journal of Applied Language Studies, 7(1), 1–6.

    Google Scholar 

  • Tinsley, T. (2013). Languages: The state of the nation: Demand and supply of language skills. British Academy report. http://www.britac.ac.uk/policy/State_of_the_Nation_2013.cfm

  • UNESCO. (2013). Policy guidelines for mobile learning. http://unesdoc.unesco.org/images/0021/002196/219641e.pdf

  • Wells, G. (1999). Language and education: Reconceptualizing education as dialogue. Annual Review of Applied Linguistics, 19, 135–155.

    Article  Google Scholar 

  • Wong, L.-H. (2012). A learner-centric view of mobile seamless learning. British Journal of Educational Technology, 43(1), E19–E23.

    Article  Google Scholar 

  • Wong, L.-H., & Looi, C.-K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364–2381.

    Article  Google Scholar 

  • Zhang, W. (2012). Latching/rush-through as a turn-holding device and its functions in retrospectively oriented pre-emptive turn continuation: Findings from Mandarin conversation. Discourse Processes, 49(3–4), 163–191.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Learning Technology and Communication, Institute of Educational Technology, The Open University, Milton Keynes, BUX, MK7 6AA, UK

    Agnes Kukulska-Hulme

Authors
  1. Agnes Kukulska-Hulme
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Agnes Kukulska-Hulme .

Editor information

Editors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Lung-Hsiang Wong

  2. Linnaeus University, Växjö, Sweden

    Marcelo Milrad

  3. Open University, AT Heerlen, The Netherlands

    Marcus Specht

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Kukulska-Hulme, A. (2015). Language as a Bridge Connecting Formal and Informal Language Learning Through Mobile Devices. In: Wong, LH., Milrad, M., Specht, M. (eds) Seamless Learning in the Age of Mobile Connectivity. Springer, Singapore. https://doi.org/10.1007/978-981-287-113-8_14

Download citation

Publish with us

Policies and ethics

Search

Navigation