Open Education and Second Language Learning and Teaching: The Rise of a New Knowledge Ecology

Compared with STEM fields, foreign language (FL) education and second language acquisition have only slowly embraced open education and the new knowledge ecologies it produces. FL educators may have been hesitant to participate in the open education movement due to a lack of research which investigates the benefits and challenges of FL learning and teaching in open environments. This book contextualizes open education in FL learning and teaching via an historical overview of the movement, along with an in-depth exploration of how the open movement affects FL education beyond the classroom context; fills the research void by exploring aspects of open second language learning and teaching across a range of educational contexts; and illustrates new ways of creating, adapting and curating FL materials that are freely shared among FL educators and students. This book is open access under a CC BY ND licence. 


Carl S. Blyth and Joshua J. Thoms: Introduction: Second Language Education as an Open Knowledge Ecology

Part 1: The Microsystem: Developing Knowledge in L2 Instructional Environments

Chapter 1. Gabriela Zapata and Alessandra Ribota: Open Educational Resources in Heritage and L2 Spanish Classrooms: Design, Development and Implementation

Chapter 2. Sabine Levet and Stephen Tschudi: Open by Design: The Cultura Project

Chapter 3. Sergio Romero: Open Educational Resources as Tools to Teach the Indigenous Languages of Latin America: Where Technology, Pedagogy, and Colonialism Meet

Chapter 4. Katerina Zourou and Anthippi Potolia: Openness in a Crowdsourced Massive Online Language Community

Part 2: The Mesosystem: Developing Knowledge in L2 Teacher Education

Chapter 5. Joshua J. Thoms and Frederick Poole: Second Language Teachers and the Open Education Movement in the United States: A National Survey

Chapter 6. Beatrice Dupuy: Raising the Curtain on OER/OEP: Opening Pathways from Awareness to Engagement in a Graduate Course on Foreign Language Program Direction

Chapter 7. Carl S. Blyth, Chantelle Warner and Joanna Luks: The Role of OER in Promoting Critical Reflection and Professional Development: The Foreign Languages and the Literary in the Everyday Project

Part 3: The Macrosystem: Developing Knowledge in the Field

Chapter 8. Dorothy Chun and Trude Heift: The Affordances and Challenges of Open-access Journals: The Case of an Applied Linguistics Journal

Chapter 9. Tita Beaven: Analyzing Language Teachers’ Tacit Professional Knowledge of OER: The Case of Languages Open Resources Online (LORO)

Chapter 10. Rebecca F. Davis and Carl S. Blyth: Towards a Pedagogy of Openness: Bridging English-language and Foreign-language Digital Humanities

Chapter 11. Christian Hilchey: Finding and Using the Good Stuff: Open Educational Practices for Developing Open Educational Resources

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