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Contextual Language Learning pp 39–70Cite as

Design of a Distributed Language Learning Environment

Contextualizing Chinese Language Learning in a Panda Reserve Virtual Reality

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Part of the book series: Chinese Language Learning Sciences ((CLLS))

Abstract

In this chapter, informed by a Distributed Language perspective, we leverage the use of virtual reality (VR) technology and classroom space in the context of learning Chinese as a foreign language (CFL). Through the design of this Distributed Language Learning Environment (DLLE), we aim to provide (1) a Distributed Language-informed pedagogical model of language instruction. Distributed Language promotes instructional practices that leverage formal and informal spaces to provide learners with opportunities for languaging experiences, meaning-making events, and sensemaking susceptible to social influences. For in language, we are always doing something—often with others (i.e., first-order languaging experience)—while we are constrained by and able to use skilled linguistic action (Newgarden, Zheng, & Liu, 2015) to do things with (second-order) lexicogrammar (Thibault, 2011). By teaching language like we do math, science, or history, we restrict language to second-order processes (VanPatten, 2017). We harness four main concepts under the umbrella of Distributed Language—embodiment, values-realizing, affordances, and scaffolding, and address the ethical concerns of language education by using an aspect of radical ecolinguistics to explore how by design we can help language learners to care about our common responsibility of caring for our earth.

Research on Integrating Distributed Language Learning Environments (the RIDLLE Group). The RIDLLE Group Member Contributors in alphabetical order by last names.

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Acknowledgements

We are thankful for Dr. Lan Yu-Ju’s invitation to write about our RIDLLE team’s VR panda project. Both the design and writing process have been affected by the COVID-19 pandemic. It is also because of the project and pandemic, that our team members developed stronger solidarity. We are appreciative of the reviewer's encouragement of our endeavors for taking account of the epistemological shift in connecting language education, agency, technology, and environment. Finally, we are grateful to Stephen Cowley’s endorsement of our effort to bring Distributed Language to language education research. His thought-provoking comments always challenge us to clearly discuss the concepts of distributed language in the context of language learning and design.

We are grateful for the material development support granted by the University of Hawai‘i at Mānoa Diversity and Equity Initiative Awards, entitled Sustaining Multicultural and Multilingual Diversity: How Can Virtual Reality Help? We are encouraged by the reviewers’ positive comments: “It is particularly interesting to see that this manuscript is crafted to draw attention to the importance of ‘design’ and ‘design based teaching/learning’ which is an urgency of need for language teachers who might still focus on TBLT without taking account of epistemology in connecting language education, agency, technology and environment.” Finally, we are very fortunate to have Stephen Cowley as our critical friend to challenge our model and design, particularly on the conceptual clarity between the notions of distributed cognitive system and cognitive ecosystem.

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Authors and Affiliations

  1. University of Hawai‘i at Mānoa, 1890 East-West Road, Honolulu, HI, USA

    Jin Dong, Denis Melik Tangiyev, Michaela Nuesser & Dongping Zheng

  2. Independent Researcher, Honolulu, HI, USA

    James Nokes & Shuai Tang

  3. Research Institute of Forest Resource Information Techniques, Chinese Academy of Forestry, Doxiaofu 1, Xiangshan Road, Beijing, 100091, P.R. China

    Zeyu Cui, Yang Liu & Huaiqing Zhang

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Corresponding author

Correspondence to Dongping Zheng .

Editor information

Editors and Affiliations

  1. Department of Chinese as a Second Language, National Taiwan Normal University, Taipei, Taiwan

    Yu-Ju Lan

  2. School of Languages, Literatures, Cultures and Linguistics, Monash University, Clayton, VIC, Australia

    Scott Grant

Appendices

Appendix

Interview Questions

  1. 1.

    可以简单介绍一下自己吗?

  2. 2.

    能简单介绍一下您自己成长的经历吗? (学习经历, 工作经历)

  3. 3.

    您能简单描述一下您的工作吗? (job description)

  4. 4.

    您觉得自己是怎么变成这方面的专家的?

  5. 5.

    您在学习的过程中, 都学什么? (大学, 研究生, 博士)

  6. 6.

    你是怎么一步一步有自己往高级管理方向发展的想法的?

  7. 7.

    除了学习以外, 还要做什么才能实现自己的梦想, 目标?

  8. 8.

    遇到困境时, 怎样解决?

  9. 9.

    您觉得什么对您成为专家是特别重要的?

  10. 10.

    作为一个专家, 您觉得在未来10年, 怎样改变环境问题?

Interview Questions (Translation)

  1. 1.

    Could you please introduce yourself?

  2. 2.

    Could you please share your stories of your educational experiences and working experiences?

  3. 3.

    Could you please briefly describe your job?

  4. 4.

    How do you think you become an expert in your field?

  5. 5.

    During your BA, MA, Ph. D. program, what did you study?

  6. 6.

    Could you please describe how you have the idea of moving toward senior business and managerial administrator (or mental health specialist, forestry manager, herbalist), in detail?

  7. 7.

    What else would you like to achieve for your life in addition to studying or what you are good at currently?

  8. 8.

    How do you face problems or predicaments when they appear to your life?

  9. 9.

    What do you think is particularly important for you to become an expert?

  10. 10.

    As an expert, could you please give us some suggestions on how people can change environmental issues in the next 10 years?

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Cui, Z. et al. (2021). Design of a Distributed Language Learning Environment. In: Lan, YJ., Grant, S. (eds) Contextual Language Learning. Chinese Language Learning Sciences. Springer, Singapore. https://doi.org/10.1007/978-981-16-3416-1_3

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  • DOI: https://doi.org/10.1007/978-981-16-3416-1_3

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