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Introduction

Page history last edited by Wilma Clark 11 years ago

00 List Case Studies Language Learning: French (Early Iterations: March - August 2010)


 

[Study Overview]  [Study Phase One]  [Study Phase Two]  [Study Phase Three] [Full Exemplar Iteration of this Study]

 

Study Overview

 

An account of a study in which the researcher is a learner of the French language and uses the Ecology of Resources framework to map out her learning context.

 

Case Description: For more information see also http://rosequotidienne.wordpress.com/ 

 

Research Setting:  Informal: living and working in Marseille for 3 months and then returning to the UK. Formal: attending language learning classes 4 days per week whilst in Marseille.
Participants: Single participant - autoethnographic approach to data collection
Focus:  

The focus of activity on this occasion was on the methodology of the Ecology of Resources itself. The aim was to map out the researcher participant's language learning resources using the Ecology of Resources and in this way to explore the best way to collect data and to explore how intrusive this might or might not be. Hence the use of the autoethnographic approach.

Future iterations of the design process will consider how technology can be used to best effect to maximise the use of the available learning resources identified through this case study. The focus upon effective data collection and its implications will also continue.

Design Problem:

This study explored how to identify the available resources of an adult learner (the researcher) as she learns French through both informal and formal learning approaches. The Ecology of Resources framework was used primarily as a guide to identify learning resources and to record how these resources could be identified and how their use could be collected.
 
The learner had access to a range of technologies that she used for a variety of activities including: to communicate; to record in multiple media formats; to search and explore; and for entertainment and leisure. Whilst the underlying desire of the Ecology of Resources design framework is to develop contextualised technology rich learning activities and the researcher was keen to make explicit the potentials of technology to support learning more, the main focus of attention for these early iterations was on the methodology for resource identification and context mapping.

 

At the outset of the study in March 2010, the learner was an elementary level French speaker who had studied the language to a basic level (GCSE O' level) when at school over three decades previously. Her use of the language subsequently had been minimal and her confidence in her ability was low: in particular with respect to the spoken language.

 

Design Type:    Emergent, exploratory, participatory
Research Aim:

To explore and model an adult learner and her context for learning the French language whilst in France and then on her return to the UK. A particular focus was placed on the practical implications of using the Ecology of Resources methodology.

 

 

 

 

 

 

 

 

 

 

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