7 Mapping space, leisure and informal language learning in the lives of international students in Australia
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Phil Benson
Abstract
Drawing on a spatial approach to language learning environments, this chapter explores relationships between informal language learning and the uses of urban space in study abroad. Discussing data from two studies of international students’ language learning in Sydney, it suggests that informal language learning in study abroad is shaped by students’ everyday routines, which are in turn shaped partly by the demography of a global, leisure-oriented city and partly by the students’ agency. Revisiting the data from the perspective of informal language learning and leisure, the chapter also suggests that study abroad may involve a reconfiguration of relationships between study, work and leisure.
Abstract
Drawing on a spatial approach to language learning environments, this chapter explores relationships between informal language learning and the uses of urban space in study abroad. Discussing data from two studies of international students’ language learning in Sydney, it suggests that informal language learning in study abroad is shaped by students’ everyday routines, which are in turn shaped partly by the demography of a global, leisure-oriented city and partly by the students’ agency. Revisiting the data from the perspective of informal language learning and leisure, the chapter also suggests that study abroad may involve a reconfiguration of relationships between study, work and leisure.
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
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Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
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Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
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Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
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Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
-
Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
-
Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
-
Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
