Dynamics of a Social Language Learning Community: Beliefs, Membership and Identity (Volume 9) (Psychology of Language Learning and Teaching (9))

This book provides an in-depth exploration of psychological phenomena affecting language learning within a social learning space. Drawing on the literature from identity in second language learning, communities of practice and learner beliefs, in conjunction with other individual difference factors, it uncovers perceptions and assumptions that language learners have of the space and how they affect their relationship with it and the people within it. Readers will gain a greater understanding of how psychological phenomena shape a space and how a learning space can contribute to a wider learning ecology. This book will appeal to researchers interested in language learning beyond the classroom and psychological aspects of language acquisition, as well as to practitioners and professionals who are supporting learners outside the classroom.

Jo Mynard is a Professor, Director of the Self-Access Learning Center and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies, Japan.

Daniel Hooper has lived and taught in Japan for approximately twelve years and is currently a lecturer in the English Language Institute at Kanda University of International Studies. He worked in the eikaiwa industry for eight years and his varied experiences in that context have deeply influenced both his research interests and approach to pedagogy. In addition to issues related to eikaiwa, his research interests include critical issues in TESOL, learner autonomy and learner/teacher identity.

Phoebe Lyon is a Principal Lecturer for Curriculum and Assessment and lecturer in the ELI at Kanda University of International Studies, Japan. Her research interests include learner autonomy, learner identity, curriculum and materials development and assessment.

Ross Sampson is a lecturer at Kanda University of International Studies. He holds an MEd in TESOL from the University of Glasgow and has worked in the TESOL field since 2009, in Japan, South Korea, and Thailand, as well as on board a cruise ship. His research interests include reflection, learner autonomy, learner identity and self-access learning.