The alignment of CMC language learning methodologies with the Bridge21 model of 21C learning

Abstract

This paper explores the intersection of learning methodologies to promote the development of 21st century skills with the use of Computer-Mediated Communication (CMC) tools to enhance language learning among adolescent learners. Today, technology offers a greater range of affordances in the teaching and learning of second languages while research shows that student classrooms still continue to concentrate on linguistic competences rather than communicative competences (Gilmore, 2011). The Bridge21 model, which is technology-mediated, team-led and project-based, brings a particular approach to 21st-century learning and is distinguished by the mixture and focus of scaffolding and consistency in the application (Lawlor, Conneely, & Tangney, 2010). An exploratory case study was designed to extend the Bridge21 model to include spatially-separated teams, based in Ireland and Germany, learning together and enhancing the use of oral and aural skills for second language acquisition. Thirty-six students worked on project-based tasks during a six day workshop focused on the usage of authentic materials and CMC tools. The findings suggest that using the Bridge21 learning model succeeded in allowing students to collaborate at a distance and to participate in second language acquisition.