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(Above: (top) Ms. Chianti Carmichael hangs out at an assessment station on SL English, while (bottom) Ms. Aubree Lawrence instructs an ESOL class for BA&CE, circa 2005)
Second Life is has incredible potential as a learning platform. I was excited to read on Forbes.com that an English language school in Germany has launched an island “Second Life English.” The island is dedicated to offering FREE (yes, you read that right, FREE) resources for learning English, including virtual ESOL lessons. According to the article, Educator (and island owner) Kip Boahn “feels a new medium calls for a new way of teaching language. Even using the game’s English interface gives students a chance to practice what they’ve learned.” I couldn’t agree more! I enjoy his approach:
During workshops, he uses a team of teachers to present students with different linguistic tasks, which could include anything from asking for directions to bargaining to buy a knickknack. To do those tasks, Boahn and his colleagues use “holodecks,” rooms that can flip through as many as 40 different scenes at the mere click of a mouse. Want to practice ordering American fast food? Just switch the holodeck to Dara’s Diner and line up at the counter.
This sort of flexibility means that, as a teacher, you can cover a lot of ground teaching culture, in addition to language, by creating situational enactments that are difficult to do in a classroom. I used to teach ESOL at the Brookline Adult and Community Education Center in classrooms at Brookline High School. I laugh to think of the many ways we rearranged the classroom to mimic check-out lines, banks, cafes, and even a car dealership! I can’t help but think of how much more efficient it would be to change one setting to the next with a simple click. On the other hand, there is a lot to be said for group exercises in imagination, not to mention the language exercised just coordinating the effort! It is truly an interesting example of the sort of gain/compromise tensions that arise when you move real life activities into virtual settings.
Examples like Boahn’s are important as more and more people begin to investigate the potential for education options in Second Life and other virtual worlds. It helps to remind people of the kind of good that can come from a free platform like Second Life, and gets us all thinking about the ramifications of adopting virtual education models. It is certainly useful on the broader scale to consider what SL teaching opportunities might exist for CCTV, and the Cambridge community at-large!
