Virtually Native

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Language Practice on Second Life

Virtually NativeGlobal Simulations for creative writing and speaking in 3d Virtual Worlds

On Situated LearningTo provide a social and contextualised environment where learning is viewed as a social process whereby knowledge is co-constructed. (situated learning)(Wenger and Lave, 1991) and (Herrington & Oliver, 1995)

To bridge the gap between the theoretical learning (formal instruction of the classroom) and the real-life applications of newly acquired knowledge in the real world

- To be able to report on subjective experience through reflection on a wiki/Google docs on the spot- To help collate memorabilia for their final oral presentation (photos and notes)

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On Global Simulations PrinciplesA framework within a fictitious environmentManaged and mediated by instructor(s)Created by and for (language) studentsWho control their interactions in and with the TLby:Describing environment(s) and peopleTelling stories (events within the environment)Solving issues occurring in real life3 of 11

References: Debyser (1996), Magnin (1997), Levine (2006)

Global & Functional Simulations Global Simulation (GS)The islandThe circusThe villageThe buildingFunctional Simulations (FS)The hotelThe companyThe conferenceThe hospital4 of 11

FS - integrated in SP curricula recycling jargon in situGS infinite possibilities proficiency is the limitation References: Magnin (1997)

Showcase The buildingHolodeck Scene(s) Skybox as baseCharacter embodiment & relationshipsProfessional, hobbies, domestic matters Living spaceRent, renovations, regulations, marketplaceInteractions between neighboursGreeting, small talk, disputes, petitionsSelling/buying/lost & foundEventsFire, burglary, noise, strike, invasion5 of 11

Why 3D Virtual WorldsUser Generated (build, customize)More Immersive than CMCsEmbodiment in situMultimedia outcomesMovies, postcards, photos, voice, chat

Writing:Google Docs, Wiki, blogs, NCCultural Sources: Internet

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Curriculum IntegrationLower levels: greetings, small talk, descriptions, booking a holiday, sending a postcard, paying bills, buying/selling, getting an ID card, etcHigher Levelssolving disputes, job interview, personal history, gossips, crime investigation, Other Tools: Written: blog, wiki, google docs, Spoken: Audio/Video recorder, MicsTimeframe: 40-60 hours7 of 11

AssessmentFormative:Quality of team work, dialogue production, written blog posts, webquests

Summative:Reflection on the overall experienceOral / written narration of selected stories

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Here is an example of wiki entry by a French A2 as a model of what is expected of students. She consciously focused on reusing relative pronouns viewed in class, took screenshots of both the market place and her house in-world. (Student granted consent for reproduction)

Teachers RoleProvide authentic documents / sourcesOrganise / plan linguistic activities Dispatch groups and sub-groups (x 4 st.)Models / correct / orient student workHelps remediate written and oral productionsAssess productionsMediate any issues/misunderstandings *

Ref: Debyser (1996) p.VI 10 of 11

References Dupuy, B. (2006). LImmeuble: French language and culture teaching and learning through projects in a global simulation. In J.H. Beckett & P.C. Miller (Eds.), Project-based Learning in Second Language Education: Past, Present and Future, Research in Second Language Learning (vol.5): Greenwich (CT): Information Age Publishing, Inc. Retrieved from: http://www.lrc.cornell.edu/events/past/2005-2006/dupuy.pdfPasfield-Neofitou, S., Huang, H., & Grant, S. (2015). Lost in second life: Virtual embodiment and language learning via multimodal communication. Educational Technology Research and Development, 63(5), 709-726.Herrington, J. (2006). Authentic e-learning in higher education : Design principles for authentic learning environments and tasks. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN), (October), pp. 1317. Retrieved from: http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1029&context=edupapersFischer, J. (2005) Global Simulation Projects in Language Teaching.Exploiting Internet Case Studies and Simulation Templates for Language Teaching and Learning A Handbook, 12. http://www.zess.uni-goettingen.de/explics/admin/docs/EXPLICS_handbook_EN Kaplan, M. A. (1997). Learning to converse in a foreign language: the reception game.Simulation and Gaming,28(2), 149-163.Levine, G. S. (2004). Global Simulation: A Student-Centered, Task-Based Format for Intermediate Foreign Language Courses. Foreign Language Annals, 37(1), 2636. http://doi.org/10.1111/j.1944-9720.2004.tb02170.xMagnin M.C. (1997, July 9-13).The Building: An Adaptation of Francis Debysers Writing Project,A Global Simulation to Teach Language and Culture. Presented at theChina-US Conference on Education, Beijing. Retrieved from:http://home.sandiego.edu/~mmagnin/simulation.htmlPurushotma R. (2005) Commentary: You are not Studying, you are just, Language Learning & Technology, Vol. 9, No. 1, January 2005, pp. 80-96 http://llt.msu.edu/vol9num1/purushotma/ Tompkins P.K. (1998) Role Playing/Simulation., The Internet TESL Journal, Vol. IV, No. 8In French: (for examples and ideas)Debyser, F., (1996). Limmeuble. Paris (FR): Hachette.CASNAV- Grenoble: http://bit.ly/1PXcUWj CIEP.fr Simulations globales: http://bit.ly/1SX1MxK Examples of online productions (not in 3d Virtual Worlds):http://www.zess.uni-goettingen.de/explics/france/ (French)

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