Definition

The field of Distance Education (DE) incorporates many technologies with sound theoretical principles that are designed to meet students’ needs in a much more dramatic way when compared with traditional education.  Holmberg defines DE as the various forms of study not under the immediate presence of supervision, but, nonetheless, benefiting from the planning and guidance of an educational organization (1986). Distance learning has been an option for education for as long as education has been a field. Learning through the mail was a major thrust for students until the last few decades where technological developments have created a plethora of new options (Moore & Kearsley, 2005). Recently, a number of software applications or platforms have made distance learning accessible to anyone with a computer, tablet, smart phone, an Internet connection and any one of these free downloads like Skype. Programs like these are based on a Voice Over Internet Protocol system (VoIP). These VoIP systems allow for students and teachers from anywhere in the world to connect together at the same time and communicate together. Programs like these platforms have audio, video, and other tools (e.g. chat, desktop share, etc.) incorporated into the application.

Members of endangered language groups use distance learning tools as one method of revitalizing their language. Without having an official status, these language groups do not have access to many of the concepts available to healthy language groups like English, Spanish, or Chinese. There are a number of ways that these language groups can utilize VoIP platforms in combination with current revitalization methods. For instance, Hinton (1997) is an excellent example of how a language can be disseminated using simple collaborations between novice and expert speakers. Reyhner (1997) provides detailed descriptions of indigenous educators incorporating the various platforms into their teaching. Flores Farfan (2002) is an example of distance learning tools being used for the Nahuatl language group.

Here are some links for viewing online resources for the Nahuatl language:

Beginner look at Nahuatl: http://weber.ucsd.edu/~dkjordan/nahuatl/nahuatllessons/INL-00.html

Overview on how to learn Nahuatl: http://eaglefeather.org/series/PreColumbian%20Series/How%20can%20I%20learn%20Nahuatl.pdf 

List-serv for Nahuatl: http://www.indians.org/welker/nahuatl.htm

Dictionary for Nahuatl: http://www.freelang.net/dictionary/nahuatl.php

Texts or Books on the Nahuatl language: http://www.omniglot.com/books/language/nahuatl.htm

What do the various platforms in distance learning "look like" in the classroom?

The recent addition (within the past decade) of a suite of online tools combined to form an interactive platform for learning (among other uses) has the inherent potential to meet the needs of its participants. An example of such a platform can be seen in the Skype software program. This program combines many of the features of a face-to-face (F2F) classroom into a synchronous form that also allows for the use of a number of key technologies. First, the multimedia availability allows the use of chat rooms, voice connections, and desktop sharing. Second, the customization features within the program allow teacher control combined with the ability to link students to the World Wide Web or to simply allow peer connections.

As this tool moves further into language learning classrooms, there will be a need to indoctrinate students into this virtual environment. In kind, more and more students will choose to learn a target language through this platform. Given the complexities of the language learning process in any form, the added dimension of a virtual environment will need to be a part of the students’ repertoire as a new addition their communicative competence ability of which sociolinguistic competence will be utilized.

Why do teachers need to know about the various platforms in distance learning?

According to Moore & Kearsley (2005), the basic idea behind distance learning is that participants (teachers/students) are in different places for either all or most of the time by depending on some kind of technology to deliver information and interact with each other within the framework of an agreed upon timeframe. This distance presents many new opportunities along with an equal number of challenges and difficulties, especially for teachers used to work trained to handle a traditional classroom. Teachers in this area may consider defining distance education as a four part process. Firstly, the teacher must have an understanding of the curriculum. Secondly, the teacher must provide an explanation of what distance learning is not. Thirdly, the teacher must overcome the physical separation of the student from the classroom. Lastly, the teacher and student must agree on a contract or rules of agreement for when the educational experience happens.

Why do community members need to know about the various platforms in distance learning?

Ng, Yeung, & Hon (2006) researched a criticism of distance learning: that of student-teacher interactions in online environments and whether or not interaction diminished due to online environment factors and students’ perceptions. This study is in respond to some critics who believe online environments discourage teacher-student interactions, an important language learning element. According to the findings, the students that felt better about their competence in English had more favorable perceptions of their level of interaction in an online English course. An important contribution from this study is in some suggestions for course designers to include explicit interactions between students and teachers, others, and self. These interactions should be based on learners’ confidence and must build up meaning rather than accuracy. Educators can reach such a level of explicit interactions through the use of VoIP platforms.

How do the various platforms in distance learning concern students?

In Hewitt-Taylor (2003), the author calls for the same explicit interactions between student and teacher, but with a specific role in mind: that of facilitator in control of the appropriate environment for learning. This same author also lists a number of non-language related issues that might cause a learner difficulty. These issues are motivation, goal setting, time management, status and isolation. I would argue that these issues become more troublesome in the hands of non-native speaker given their cultural and linguistic background while in a virtual space. These virtual spaces, or computer mediated communication (CMC) have the potential to aid learning in the acquisition of a second language because there is greater control over learning tasks and even goals (Johnson, 2002). Another study (Skinner & Austin, 1999) has shown another potential benefit for language learners using CMC. Language learners in this study report on having a positive attitude toward using CMC. This positive attitude stems from the focus on “real” communication, the existence of a unique community, and the growth in personal confidence.

Sociolinguistic Competence in Synchronous Settings

As tools like these VoIP platforms move further into language learning classrooms, there will be a need to indoctrinate students into this virtual environment. In kind, more and more students will choose to learn a target language through this platform. Given the complexities of the language learning process in any form, the added dimension of a virtual environment will need to be a part of the students’ repertoire as a new addition their communicative competence ability of which sociolinguistic competence may be utilized most. As sociolinguistic competence grew currency as a term starting with Hymes (see historical overview in table below), the term also continued to grew specificity. The original meaning behind the term referred to all the combinations possible for a language utterance in regards to the variability of the same. This variability refers to the linguistic acceptance of the various forms an utterance can take from a descriptivist perspective. As linguistic understanding of language continued to grow throughout the sixties, seventies, and eighties, sociolinguistic competence evolved to include the abilities use and understand varying dialects and to incorporate cultural references at the speech community level. Both of these additions do not have a specific relationship to virtual environments, but are underlying abilities present in all speakers. The evolution of sociolinguistic competence to the level of the use and understanding of registers is a key component of its application to virtual environments. These registers, or the language specific to a content area or a task, are the sum of the type of language used in a particular domain with a specific audience. The type of language refers to formality vs. informality to academic vs. colloquial and rate of speech vs. tone.

Historical overview of communicative competence development.

As sociolinguistic competence grew currency as a term starting with Hymes, the term also continued to grew specificity. The original meaning behind the term referred to all the combinations possible for a language utterance in regards to the variability of the same. This variability refers to the linguistic acceptance of the various forms an utterance can take from a descriptivist perspective. As linguistic understanding of language continued to grow throughout the sixties, seventies, and eighties, sociolinguistic competence evolved to include the abilities use and understand varying dialects and to incorporate cultural references at the speech community level. Both of these additions do not have a specific relationship to virtual environments, but are underlying abilities present in all speakers. The evolution of sociolinguistic competence to the level of the use and understanding of registers is a key component of its application to virtual environments. These registers, or the language specific to a content area or a task, are the sum of the type of language used in a particular domain with a specific audience. The type of language refers to formality vs. informality to academic vs. colloquial and rate of speech vs. tone. The domain refers to the physicality of an area or, simply, location.One example of the complexity in using a language through VoIP platforms is the variety present within any language. Here is an example of the current world situation for the English language (http://www.heartlanguage.org/pages/Teach_m_English).

This situation is further complicated with a language like Nahuatl where a standardized form does not exist and communities have developed their language varieties in isolation, which leads to more variation.

While the complexity of these competencies for language learners is challenging to acquire and use within face-to-face contexts, the addition of electronic mediums have added another dimension, or domain, to this experience. This addition of an electronic medium is not new, but until recently it has been limited to simple one modality technological tools (telephone, email, etc.). With the addition of the internet and multimedia applications, its present-day form can be accessed in the form of an advanced communication platform requiring the use of all the language skills (listening, reading, writing, and speaking). It is important to note that these advanced communication platforms have the ability to require the use of all the language skills at the same time. Though possible, it is more likely that one or two of the skills will be needed as a learner navigates through a course. Because of this combination of technologies, the development of communicative competence, especially sociolinguistic competence and register must be accelerated as well and be modified as well. Since participants do not meet face-to-face, there must be either an additional skill added to the definition of communicative competence that covers technological abilities or the current definition must include specific references to this type or environment, especially in regards to the lack of verbal clues and the addition of a mediated tool.

Further reading about Voice over Internet Protocol (VoIP) Platforms in Distance Learning

Eisenlohr, P. (2004). Language revitalization and new technologies: Cultures of electronic mediation and refiguring of communities. The Annual Review in Anthropology 33 21-45.

Flores Farfán, J. A. (2002). Language revitalization, maintenance and development in Mexico: The case of the Mexicano (Nahuatl) language. Retrieved from http://www.linguapax.org/congres/taller/taller2/Flores.html

Hewitt-Taylor, J. (2003) Technology-assisted learning, Journal of Further & Higher Education,  27(4), 457.

Holmberg, B. (1986). Growth and structure of distance education. London: Croom Helm.

Johnson, E. M. (2002) The role of computer-supported discussion for language teacher education: what do the students say?, CALICO Journal, 20(1), 59–79.

Levy, M. (2007). Culture, culture learning and new technologies: towards a pedagogical framework. Language Learning & Technology, 11(2), 104-127

Moore, M. & Kearsley, G. (2005). Distance education a systems view. Belmont, California: Thomson Wadsworth.

Ng, C., Yeung, A.S., & Hon, R.Y.H. (2006). Does online language learning diminish interaction between student and teacher? Educational Media International 43(3), 219-232.

Simpson, J. (2005). Learning electronic literacy skills in an online language learning community. Computer Assisted Language Learning 18(4), 327-345.

Skinner, B. & Austin, R. (1999). Computer conferencing-does it motivate EFL students? ELT Journal 53(4).

Spector, J. M., Merrill, M. D., Merrienboer, J. V., & Driscoll, M. P. (Eds.) (2008). Handbook of research on educational communications and technology (3^rd ed.). New York: Routledge.