This week we read about what we can do for advanced learners of language, within the area of technologically mediated space. Much of the previous data collected has focused on early or mid- level learners of a language, and how they acquire new vocabularies to begin their communicative journey. Video games can be a great way to hook and draw new learners, but what about those who are already on board? what do you do for learners who do not need to be enticed, but still need something to maintain their interest? Steven Thorne (2008) suggests that research from the CALPER Technology project can assist in this regard. In this research, advanced learners need what they call "bridging activities." In other words, these activities should be close enough to the real thing to be useful, but still pedagogically monitored by the instructor, who parses for meaning and overall comprehension.
In this regard, I think that Thorne is right to focus on the bridging role of the instructor, because in this way the teacher can become more of a conductor, leading the people through a now familiar, yet still unsure area. The roll then is to make sure the student does not fall into pitfalls.
And, talking about these bridges really started to make me understand the role these games can play, so in more reflection, I wonder how much we can allow the play, but also to make it productive?
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