Speaker
Short summary
Adult and transnational learners, particularly women, often face barriers such as anxiety, limited access to safe spaces, and social constraints (Krashen, 1982). Examining community-based practices is therefore essential for designing inclusive language-learning environments.
References
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lave, J., & Wenger, E. (1991). Situated learning : legitimate peripheral participation. Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wenger, E. (1997). Practice, learning, meaning, identity. (learning concept ’communities of practice’). Training (New York, N.Y.), 34(2), 38.
Adams, T. E., Holman Jones, S., & Ellis, C. (2014). Autoethnography. In Autoethnography. Oxford University Press, Incorporated.
Keywords
community-based learning, experiential activities, women learners, peer scaffolding
Abstract
Language competence develops not only through formal instruction but also through participation in social communities that provide meaningful interaction. Sociocultural theory emphasizes that learning occurs in communities of practice, where sustained participation and social engagement foster competence (Lave & Wenger, 1991; Wenger, 1997). Adult and transnational learners, particularly women, often face barriers such as anxiety, limited access to safe spaces, and social constraints (Krashen, 1982). Examining community-based practices is therefore essential for designing inclusive language-learning environments.
This presentation draws on autoethnography (Adams, T. E., Holman Jones, S., & Ellis, C. , 2014) to explore two women-centered learning communities. The first is an online English conversation club organized by the overseas NGO, attended by women aged 20–30. The second is a two-day Southeast Asian women’s camp in Japan, featuring collaborative games (kanji relay, charades, undōkai-style movement games, limbo, jump rope, fort capture), outdoor task-based relays, and a reflective vision board activity. These activities provided interactive spaces where participants could practice language, scaffold each other, and engage in embodied learning.
Attendees will gain practical insights into designing inclusive, women-centered learning communities. Strategies include integrating low-stakes experiential activities to lower affective filters, using peer collaboration tasks to support scaffolding, and combining structured discussion with movement or reflection to sustain engagement. These approaches are transferable to youth or adult learners, online or in-person, and demonstrate how language competency can be developed through participation, social interaction, and community engagement, complementing formal instruction (Vygotsky, 1978).
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Exploring Language Learning Through Women’s Community Participation |