The Conceptualization of Time, Space, and the Body in Virtual Sites and the Impact on Language Learner Identities

Hampel, Regine (2019). The Conceptualization of Time, Space, and the Body in Virtual Sites and the Impact on Language Learner Identities. In: Bagga-Gupta, Sangeeta; Messina Dahlberg, Giulia and Lindberg, Yiva eds. Virtual Sites as Learning Spaces. Palgrave Macmillan, pp. 269–294.

DOI: https://doi.org/10.1007/978-3-030-26929-6_10

Abstract

The introduction of digital technologies into language learning and teaching is not only changing the nature of learning but also the nature of the learner. Our traditional understanding of learner identity is closely associated with educational institutions and particular notions of time, place, and the body. This chapter draws on sociocultural and poststructuralist theory and social semiotic approaches to explore how time, place, and the body are conceptualized differently in online learning environments and how this affects our understanding of what learner identity means today. The new digital media offer language learners the opportunity to engage with the larger social world and negotiate language as a social practice, thus enabling learners to make an investment in the practices of a target language community and helping them to develop imagined identities. However, there are also challenges associated with interacting in virtual sites, and learners have to develop appropriate literacy skills.

Viewing alternatives

Metrics

Public Attention

Altmetrics from Altmetric

Number of Citations

Citations from Dimensions

Item Actions

Export

About

  • Item ORO ID
  • 69485
  • Item Type
  • Book Section
  • ISBN
  • 3-030-26928-0, 978-3-030-26928-9
  • Keywords
  • Language learning in virtual sites; Computer-mediated communication; Identity construction; Time, place, and the body in online language learning
  • Academic Unit or School
  • Faculty of Wellbeing, Education and Language Studies (WELS)
  • Depositing User
  • Regine Hampel

Recommendations