Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence

Dustin De Felice

doi:doi:10.11648/j.her.20170205.12

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Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence

Dustin De Felice

Published in Higher Education Research (Volume 2, Issue 5)

Received: 25 August 2017 Accepted: 23 October 2017 Published: 3 December 2017

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Abstract

The current saturation of possible synchronous software platforms that foreign language teachers can utilize is challenging the traditional classroom. At the same time, these virtual platforms are having a profound effect on current pedagogical practices that are not yet firmly entrenched in foreign language teacher development programs. A number of issues arise whenever an instructor chooses to implement such a tool (or circumstances require its implementation). These issues include logistics, preference for platform choice, student concerns, computer/device specifications and customization options. On top of these practical concerns, these cultural factors, teacher abilities (through training and otherwise), multi-modality adjustments, and virtual adaptations influence the success or failure for the implementation journey. One area in particular poses a significant challenge for both learners and teachers alike in a foreign language-learning environment. The development of sociolinguistic competence is a necessary skill for successfully navigating through synchronous environments. After completing a historical review of the term sociolinguistic competence, I investigate the manner in which sociolinguistic skills influence the language acquisition process. This editorial includes investigations into how teacher training and technological skills influence and enable the acquisition of sociolinguistic competence within the tools and the target language in virtual classroom spaces through these guiding questions for synchronous virtual classrooms, language learning and foreign language teacher development. First, in what manner do sociolinguistic skills influence the language acquisition process, especially as it relates to the influence of multimodality? Second, what teacher training elements influence both teacher and student acquisition of sociolinguistic competence in language learning in virtual synchronous environments? Lastly, what technological skills enable both implicit and explicit acquisition of sociolinguistic competence in the target language?

Published in	Higher Education Research (Volume 2, Issue 5)
DOI	10.11648/j.her.20170205.12
Page(s)	123-134
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Sociolinguistic Competence, Synchronous Communication, Virtual Platforms, Language Teaching

References

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Dustin De Felice. (2017). Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence. Higher Education Research, 2(5), 123-134. https://doi.org/10.11648/j.her.20170205.12

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Dustin De Felice. Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence. High. Educ. Res. 2017, 2(5), 123-134. doi: 10.11648/j.her.20170205.12

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AMA Style

Dustin De Felice. Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence. High Educ Res. 2017;2(5):123-134. doi: 10.11648/j.her.20170205.12

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@article{10.11648/j.her.20170205.12,
  author = {Dustin De Felice},
  title = {Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence},
  journal = {Higher Education Research},
  volume = {2},
  number = {5},
  pages = {123-134},
  doi = {10.11648/j.her.20170205.12},
  url = {https://doi.org/10.11648/j.her.20170205.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20170205.12},
  abstract = {The current saturation of possible synchronous software platforms that foreign language teachers can utilize is challenging the traditional classroom. At the same time, these virtual platforms are having a profound effect on current pedagogical practices that are not yet firmly entrenched in foreign language teacher development programs. A number of issues arise whenever an instructor chooses to implement such a tool (or circumstances require its implementation). These issues include logistics, preference for platform choice, student concerns, computer/device specifications and customization options. On top of these practical concerns, these cultural factors, teacher abilities (through training and otherwise), multi-modality adjustments, and virtual adaptations influence the success or failure for the implementation journey. One area in particular poses a significant challenge for both learners and teachers alike in a foreign language-learning environment. The development of sociolinguistic competence is a necessary skill for successfully navigating through synchronous environments. After completing a historical review of the term sociolinguistic competence, I investigate the manner in which sociolinguistic skills influence the language acquisition process. This editorial includes investigations into how teacher training and technological skills influence and enable the acquisition of sociolinguistic competence within the tools and the target language in virtual classroom spaces through these guiding questions for synchronous virtual classrooms, language learning and foreign language teacher development. First, in what manner do sociolinguistic skills influence the language acquisition process, especially as it relates to the influence of multimodality? Second, what teacher training elements influence both teacher and student acquisition of sociolinguistic competence in language learning in virtual synchronous environments? Lastly, what technological skills enable both implicit and explicit acquisition of sociolinguistic competence in the target language?},
 year = {2017}
}

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TY  - JOUR
T1  - Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence
AU  - Dustin De Felice
Y1  - 2017/12/03
PY  - 2017
N1  - https://doi.org/10.11648/j.her.20170205.12
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JO  - Higher Education Research
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PB  - Science Publishing Group
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AB  - The current saturation of possible synchronous software platforms that foreign language teachers can utilize is challenging the traditional classroom. At the same time, these virtual platforms are having a profound effect on current pedagogical practices that are not yet firmly entrenched in foreign language teacher development programs. A number of issues arise whenever an instructor chooses to implement such a tool (or circumstances require its implementation). These issues include logistics, preference for platform choice, student concerns, computer/device specifications and customization options. On top of these practical concerns, these cultural factors, teacher abilities (through training and otherwise), multi-modality adjustments, and virtual adaptations influence the success or failure for the implementation journey. One area in particular poses a significant challenge for both learners and teachers alike in a foreign language-learning environment. The development of sociolinguistic competence is a necessary skill for successfully navigating through synchronous environments. After completing a historical review of the term sociolinguistic competence, I investigate the manner in which sociolinguistic skills influence the language acquisition process. This editorial includes investigations into how teacher training and technological skills influence and enable the acquisition of sociolinguistic competence within the tools and the target language in virtual classroom spaces through these guiding questions for synchronous virtual classrooms, language learning and foreign language teacher development. First, in what manner do sociolinguistic skills influence the language acquisition process, especially as it relates to the influence of multimodality? Second, what teacher training elements influence both teacher and student acquisition of sociolinguistic competence in language learning in virtual synchronous environments? Lastly, what technological skills enable both implicit and explicit acquisition of sociolinguistic competence in the target language?
VL  - 2
IS  - 5
ER  -

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Author Information

Dustin De Felice

Center for Language Teaching Advancement (CeLTA), Michigan State University, East Lansing, USA

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APA Style

Dustin De Felice. (2017). Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence. Higher Education Research, 2(5), 123-134. https://doi.org/10.11648/j.her.20170205.12

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ACS Style

Dustin De Felice. Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence. High. Educ. Res. 2017, 2(5), 123-134. doi: 10.11648/j.her.20170205.12

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AMA Style

Dustin De Felice. Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence. High Educ Res. 2017;2(5):123-134. doi: 10.11648/j.her.20170205.12

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@article{10.11648/j.her.20170205.12,
  author = {Dustin De Felice},
  title = {Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence},
  journal = {Higher Education Research},
  volume = {2},
  number = {5},
  pages = {123-134},
  doi = {10.11648/j.her.20170205.12},
  url = {https://doi.org/10.11648/j.her.20170205.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20170205.12},
  abstract = {The current saturation of possible synchronous software platforms that foreign language teachers can utilize is challenging the traditional classroom. At the same time, these virtual platforms are having a profound effect on current pedagogical practices that are not yet firmly entrenched in foreign language teacher development programs. A number of issues arise whenever an instructor chooses to implement such a tool (or circumstances require its implementation). These issues include logistics, preference for platform choice, student concerns, computer/device specifications and customization options. On top of these practical concerns, these cultural factors, teacher abilities (through training and otherwise), multi-modality adjustments, and virtual adaptations influence the success or failure for the implementation journey. One area in particular poses a significant challenge for both learners and teachers alike in a foreign language-learning environment. The development of sociolinguistic competence is a necessary skill for successfully navigating through synchronous environments. After completing a historical review of the term sociolinguistic competence, I investigate the manner in which sociolinguistic skills influence the language acquisition process. This editorial includes investigations into how teacher training and technological skills influence and enable the acquisition of sociolinguistic competence within the tools and the target language in virtual classroom spaces through these guiding questions for synchronous virtual classrooms, language learning and foreign language teacher development. First, in what manner do sociolinguistic skills influence the language acquisition process, especially as it relates to the influence of multimodality? Second, what teacher training elements influence both teacher and student acquisition of sociolinguistic competence in language learning in virtual synchronous environments? Lastly, what technological skills enable both implicit and explicit acquisition of sociolinguistic competence in the target language?},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Online Synchronous Platforms, Foreign Language Learning and the Use of Sociolinguistic Competence
AU  - Dustin De Felice
Y1  - 2017/12/03
PY  - 2017
N1  - https://doi.org/10.11648/j.her.20170205.12
DO  - 10.11648/j.her.20170205.12
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 123
EP  - 134
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20170205.12
AB  - The current saturation of possible synchronous software platforms that foreign language teachers can utilize is challenging the traditional classroom. At the same time, these virtual platforms are having a profound effect on current pedagogical practices that are not yet firmly entrenched in foreign language teacher development programs. A number of issues arise whenever an instructor chooses to implement such a tool (or circumstances require its implementation). These issues include logistics, preference for platform choice, student concerns, computer/device specifications and customization options. On top of these practical concerns, these cultural factors, teacher abilities (through training and otherwise), multi-modality adjustments, and virtual adaptations influence the success or failure for the implementation journey. One area in particular poses a significant challenge for both learners and teachers alike in a foreign language-learning environment. The development of sociolinguistic competence is a necessary skill for successfully navigating through synchronous environments. After completing a historical review of the term sociolinguistic competence, I investigate the manner in which sociolinguistic skills influence the language acquisition process. This editorial includes investigations into how teacher training and technological skills influence and enable the acquisition of sociolinguistic competence within the tools and the target language in virtual classroom spaces through these guiding questions for synchronous virtual classrooms, language learning and foreign language teacher development. First, in what manner do sociolinguistic skills influence the language acquisition process, especially as it relates to the influence of multimodality? Second, what teacher training elements influence both teacher and student acquisition of sociolinguistic competence in language learning in virtual synchronous environments? Lastly, what technological skills enable both implicit and explicit acquisition of sociolinguistic competence in the target language?
VL  - 2
IS  - 5
ER  -

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