The Korean Language Learning Community: A Connected Learning critique.
My
Experience:
As an aspiring language teacher, I hold the
philosophy that I also need to experience learning a new language in order to
truly understand and sympathise with my students. Therefore, a few years ago, I
decided to enrol in a year-long Korean class for total beginners. I chose
Korean specifically after discovering and nurturing an interest in Korean Pop
Music (K-Pop), and also because I enjoy cooking Korean food! Unfortunately, my university
studies ate up too much of my time to continue formal language learning
classes, but I did not stop engaging with Korean. I turned to the internet and
found a wealth of free resources and supportive online communities of dedicated
language learners. This reminded me of some of the crucial elements of
Connected Learning: a peer-supported experience with participants contributing
resources and giving feedback on platforms which are open and freely accessible
(Ito et al., 2013, p. 12). Therefore, I would like to introduce the Korean
Language Learning Community (KLLC).
Google Drive Link (Can be zoomed in): https://drive.google.com/open?id=1OzZ9-QKUJxO-Auewe8PLv32D4FUfMa9Q
Properties
of the Korean Language Learning Community:
The KLLC is a constellation of spaces on
the internet where learners of the Korean language can create and share resources
across multiple media. It is a mere drop in the ocean of the Connected Learning
occurring in the realm of languages, and I am only able to explore and critique
a small area within the community. Therefore, I cherry-picked certain social
media sites, which limits the scale of the community, but the sites where
chosen in consideration of the accessibility and visibility in order to be as
openly networked as possible (Ito et al., 2013, p. 12). These sites are reddit,
tumblr, amino, Instagram, and YouTube. They are all viewable without creating
an account or downloading an application, however in order to add comments or
feedback, the user needs to create an account. As these sites also grant the
user various levels anonymity, it is impossible to state the average age of the
learners, and the users may be from anywhere in the world. This sort of context
reflects some of the principles of Connected Learning, but also offers some
challenges, which will be discussed in the following critique.
Critical
Commentary:
Setting
the scene: Approaches to language learning.
Learning a language is traditionally a
formal academic process, defined by classes that are taken voluntarily or as a curriculum
requirement (Sockett, 2014, p. 11). However, learners have been learning and acquiring
languages since before formal classes and textbooks (Benson, 2011, p. 9). These
students are autonomous learners, and while autonomy is a vital element of
language learning (Horwitz, 2013, p.9), students do not necessarily need to communicate
or collaborate. This sort of learning may be appropriate to an old-fashioned
system that prioritises exams over learning how to actually use the target
language, but luckily, modern approaches to language learning champion
communicative competence. This communicative approach emphasises how language
is used across different social situations, which relies heavily on culture and
context, rather than just regurgitating vocabulary and grammar (McDonough, Shaw,& Masauhara, 2013). Furthermore, the communicative approach has allowed for
language learners to flourish in informal settings. According to Sockett (2014,p. 11), informal language learning occurs naturally on platforms that were not
designed to be educational, such as social media. This sort of environment is ripe
for Connected Learning to bloom!
The trinity
of the fundamental components of Connected Learning.
Connected learning seeks to combine socially
embedded, interest-powered, and learning opportunities to help cultivate
academic, economic, or civil opportunities (Ito et al., 2013, p. 42). These
elements are often cited as being incompatible, for example, Sockett (2014) warns that
for language learning, and interest does not necessarily translate into a
learning outcome. This works both ways, as teaching students base skills
without providing a source of interest or useful application can cause students
to become disengaged and impact negatively on their motivation to learn (Ito et al., 2013; Vickery, 2014). However, both of these examples are missing references
to peer culture; the valuable relationships and interactions that learners have
when they share in a learning experience (Ito et al., 2013, p. 46). Therefore, Connected
Learning occurs when there is a balance between the trinity of contexts of
peer-interaction, interest, and learning.
Peer-support
and interaction in the KLLC:
Social media is a norm in the daily lives
of many people, and is well-integrated into the peer culture of young people (Won,Evans, Carey, & Schniktta, 2015). This has provided opportunities for young
people to get instant help and support from peers and caring adults (Mao,2014). Peer interactions in the KLLC are varied, with feedback encompassing
useful comments and advice, to the gratification or validation provided by
systems such as likes, reblogs, and upvotes.
In language learning, peer-interaction has
been studied extensively within the classroom setting. Teamwork is encouraged
in many language classrooms, as peer collaborations provide space for learners
to experiment and practice the language with other learners. Peer-interaction
is often referred to as a scaffold, as it supports learners and helps them progress
to higher levels of language use on their own (Philip, 2016, p. 379). Another
important factor of peer-support in language learning is interaction patterns,
that is, the relationships between the learners, and their levels of
proficiency. Within the KLLC, there are members collaborating and interacting
that have varying proficiencies in Korean, ranging from beginner (A1), to proficient
user (C2) on the Common European Framework of Reference (Council of Europe, 2018). There are even L1 Korean speakers that contribute their valuable innate
language knowledge to the KLLC. Anyone can participate and contribute to the
KLLC (Ito et al., 2013, p. 12). However, Barrett, Ranallo, and Feldman (2018, p. 9) remind that the open nature of a Connected Learning Community means that everyone contributes and there are no masters, and no requirement of formal training for content creators. The amino application reflects this with their virtual classrooms run by members of the community. This does not diminish the learning experience however, as this is simply another incarnation of informal education.
The interests
powering the KLLC:
If a topic is personally relevant and interesting
to a learner, they are often able to achieve greater success (Ito et al., 2013, p. 12). For a language learner, interest is a two-fold phenomenon. The learner’s
success is somewhat determined by their attitudes to both the language and the
culture surrounding the language (Horwitz, 2013, p. 8). In the case of the
KLLC, the participants are more than interested in Korean culture. In fact,
interest in Korean culture is one of the main reasons that many language
learners, including myself, want to learn the Korean language. In recent years,
Korea and Korean culture has experienced a global spike in popularity, a
sensation deemed the ‘Korean Wave’ (Hallyu) (Jin, 2016, p. 3). This has
resulted in Korean pop songs, TV shows, movies, and fashion to list a few, are
becoming more visible and accessible, especially through social media platforms
such as YouTube (Jin, 2016). As a result, many of the contributions to the KLLC
are inspired by culture, but particularly Korean Pop Music (K-Pop).
 |
| An example of a vocabulary list on tumblr: https://kimminstudying.tumblr.com/post/179932584084/singularity-vocab |
However, the achievements and success of
the KLLC are difficult to measure. This is a result of a lack of infrastructure
and organisation within in the KLLC as it is scattered across multiple social
networks which are not designed to be educational. Therefore, there are no
gates, levels, or challenges to prove that a participant is learning (Ito et al., 2013). An attempt was made on reddit to award the best posts of the year for 2017 with reddit gold, but it seems that nobody voted!
Progress and learning are not easy to capture with the KLLC as it
often occurs off-screen. For example, a member of the community may post a
personal update about their real-world achievements, such as their experience and
score in the Test of Proficiency in Korean (TOPIK). Exams conducted externally
such as TOPIK are “endemic” in educational contexts, and language learning is
particularly plagued with them (Fulcher, 2010, p. 1). The main problem with
such exams is that they often occur outside of the learning context, and exist in
order to rank students or decide a test taker’s future (Fulcher, 2010). A
method of assessment that might fit the Connected Learning community better
would be a digital portfolio. This could be a repository of work that the
learner has done condensed into one accessible and visible profile, and include
samples such as second language writing in the form of blog posts, and speaking
with audio or video recordings. This suits the KLLC as it is not so different
from the types of content that is already being uploaded daily, but it also
promotes self-regulation and awareness of learning (Esteve, Trenches, &Pujolà, 2012).
Academically-Oriented
and Learning-Oriented:
Typically, Connected Learning occurs when a
learner engages in an interest that lies outside of academic boundaries, and
then the learner is then able to use the apply the skills they gained pursuing
their passion to achieve academic, economic, or civic success (Ito et al.,2013). However, the core of the KLLC is a topic that is embedded in more
traditional academic learning contexts, therefore, there is a focus on developing
language skills such as reading, writing, listening and speaking (Nation & Newton, 2009,p. 1-2).
However, there are skills that can be curated
and experimented with that do not pertain to academic learning within the KLLC,
such as using digital tools and software to create a range of content (Ito etal., 2013). These skills also pertain to digital literacy, which is a core
competency of an economically successful employee in the modern job market or
can influence the personal, academic, and future job opportunities of the
Connected Learner (Brown, Czerniewicz, Noakes, 2016).
Core
Properties: Production-Centred, Openly- Networked, and Shared Purpose.
Production-Centred:
The most complex level of content creation
within the KLLC is making videos to put on YouTube. The concept of digital
literacy returns here, with Littlewood, Beethan, and McGill (2012, p. 547), reiterating
that it is expected of people in the digital age to be able to create and remix
knowledge in a useful manner and is appropriate for the context. This seems
like a barrier for communities such as KLLC, as not everyone has the technology
or ability to make high-quality digital content, especially younger people. Ito et al. (2013, p. 34) are trying to alleviate the inequality by building more
entry points into Connected Learning. This is reflected in the KLLC as the
content produced does not have to be complex. Participants can upload a simple
picture of a whiteboard that has grammar notes written on it and it can be valuble
and useful for the community. There are also two types of content that can be
posted in the KLLC: language resources, and cultural content (recipes and song
lyric explanations). This allows anyone, regardless of skill level in either
language or digital tools to engage and produce something for the community (Ito et al., 2013, p. 81).
Openly-
Networked.
The accessibility of the online tools that
are used in the KLLC is a major reason for why they were chosen. The social
media sites that are present in the map are all easily accessible on the
internet from a desktop computer or mobile devices. This choice has been
influenced by the firm grasp that technology and the internet has on the daily
lives of people; it is difficult to imagine a world without access to the
internet and smartphones (Ito et al., 2013, p. 41).
The social media sites
all have different purposes: YouTube is for video, Instagram is primarily for
photos, and tumblr supports writing in the form of blogs, therefore there are
multiple ways a learner can enter and interact with the KLLC (Ito et al.,2013). The open network, however, is not free from problems. The accessibility of
the platform can also be its downfall, and content can be created that does not
meet the Connected Learning goals of the group. This is not necessarily ‘off-topic’
or non-language focused content: introductions, chatrooms, sharing culture, and
other experiences are vital peer and social functions within the KLLC. However,
some of the most egregious content are the thinly-veiled advertisements. YouTube
and Instagram in particular are susceptible to sponsored content. The
advertisements, such as ones for certain textbooks or promoting an expensive
language course can be very impactful on a young audience (Zhang, 2019). The space
is also hard to police, with some influencers recently exposed for promoting academic essay cheating services. This is not an issue with all of the platforms however, with the Korean Language Learning amino guidelines listing that advertisements are not allowed within their terms of service.
Shared
Purpose: In conclusion.
The shared purpose of the KLLC has been
chosen to be examined last as it succinctly summarises the Connected Learning
community. According to Ito et al. (2013, p. 12), social media provides opportunities
for global and cross-generational learning to thrive around a common goal or
interest. The common goal is learning Korean, which also drives interest within
the community, and the platform being examined here was various social media sites. These sites showed potential for Connected Learning, but also posed challenges and risks to the community. This critique was also limited by the fact that it only looked at a handful of purposely picked platforms so it feels as if the surface has not even been scratched, but these platforms captured the essence of open-networking. This critique was also quite ambitious, attempting to meld theories of language learning with theories of Connected Learning, and surprisingly they often aligned. This is especially true of peer learning and culture.
I am excited to see what the future holds for language learning on the internet, even though I am a language teacher myself. Thank you for reading my blog!
References:
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