Informal language learning beyond the classroom plays an important and growing role in language learning and teaching. This Handbook brings together the existing body of research and unites the various disciplines that have explored this area, in order to present the current state of knowledge in one accessible resource.
Much of adult learning takes place outside of formal education and for language learning, it is likely that out-of-class experiences play an equally important role. It is therefore surprising that the role of informal language learning has received little attention over the years, with the vast majority of research instead focusing on the classroom. Researchers from a range of backgrounds, however, have started to realise the important contribution of informal language learning, both in its own right, and in its relationship with classroom learning. Studies in the areas of learner autonomy, learning strategies, study abroad, language support, learners'voices, computer-mediated communication, mobile-assisted language learning, digital gaming, and many others, all add to our understanding of the complex and intersecting ways in which learners construct their own language learning experiences, drawing from a wide range of resources, including materials, teachers, self-study, technology, other learners and native speakers.
This Handbook provides a sound and comprehensive basis for researchers and graduate students to build upon in their own research of language learning and teaching beyond the classroom.
Much of adult learning takes place outside of formal education and for language learning, it is likely that out-of-class experiences play an equally important role. It is therefore surprising that the role of informal language learning has received little attention over the years, with the vast majority of research instead focusing on the classroom. Researchers from a range of backgrounds, however, have started to realise the important contribution of informal language learning, both in its own right, and in its relationship with classroom learning. Studies in the areas of learner autonomy, learning strategies, study abroad, language support, learners'voices, computer-mediated communication, mobile-assisted language learning, digital gaming, and many others, all add to our understanding of the complex and intersecting ways in which learners construct their own language learning experiences, drawing from a wide range of resources, including materials, teachers, self-study, technology, other learners and native speakers.
This Handbook provides a sound and comprehensive basis for researchers and graduate students to build upon in their own research of language learning and teaching beyond the classroom.
'The changing landscape of language teaching and learning that we have witnessed recently has emphasized the need for a greater understanding of nature and significance of out-of-class learning opportunities in second language learning. This handbook provides a valuable account of the nature of LBC; illustrates the diversity of affordances learners make use of; describes the cognitive, affective, linguistic, social and individual dimensions involved; and provides examples of the research methods that can be used in investigating LBC. And in addition the handbook demonstrates how learners' use of out of class learning opportunities are changing our understanding of the nature of second language learning.' - Jack C. Richards, Honorary Professor, University of Sydney
'Starting with the recognition that technology has opened a new world for language teachers and learners, this handbook provides an up-to-date and comprehensive look at learning beyond the classroom. EditorsReinders, Lai, and Sundqvist are leading authorities in this domain, and have put together an impressive ensemble of knowledgeable contributors across a broad range of relevant sub-areas. Language teachers, teacher educators, and researchers will find this an invaluable and timely resource.' - Phil Hubbard, Senior Lecturer Emeritus, Stanford University
'Starting with the recognition that technology has opened a new world for language teachers and learners, this handbook provides an up-to-date and comprehensive look at learning beyond the classroom. EditorsReinders, Lai, and Sundqvist are leading authorities in this domain, and have put together an impressive ensemble of knowledgeable contributors across a broad range of relevant sub-areas. Language teachers, teacher educators, and researchers will find this an invaluable and timely resource.' - Phil Hubbard, Senior Lecturer Emeritus, Stanford University