Legitimate Peripheral Participation 1

Implication of Legitimate Peripheral Participation

Annotated Bibliography

Ava De Jonge

ENG 480: Theories of Second Language Acquisition

Dr. Krase

November 24, 2020

 Legitimate Peripheral Participation 2

Learning is an ever-occurring action. Everyone has the capability to learn; however, to

what degree does the learning that occurs in our world provide learners with the ultimate ability

to succeed in regards to completion and comprehension of the goal at hand? Throughout the

years, the implication of Legitimate Peripheral Participation has seeped into learners'

pedagogical structures worldwide, particularly language learners. LPP is a student-based learning

community that allows new learners to acquire knowledge from the learner who knows a little

more than the newcomer. As time goes on, the learner will move inward within the community

to obtain more information from the learner who knows a little more than they do, until they

have learned all they can within the community. In simpler terms, a learner does not need the pro

of all the pros to have success. Through the analysis of LPP and its implication on learners and

beyond, research has keyed into several essential aspects in LPP, including cooperative learning,

construction of discourse communities, learner identity, marginalized learners, and teacher roles.

Cooperative learning can take place in various ways; however, through learning

communities, cooperative learning allows learners to collaboratively work together as a unit to

complete the goal at hand. Oxford describes that this learning as one that promotes “...intrinsic

motivation and task achievement, generating higher order thinking skills, improving attitudes

toward the subject, developing academic peer norms, heightening self-esteem, increasing time on

task, creating caring and altruistic relationships, and lowering anxiety and prejudice” (Oxford,

1997, p. 445). Communities of practice allow students to develop a sense of self and develop

21st-century skills necessary for real-world experiences. Through the use of LPP pedagogical

approaches, “the analysis of classroom interaction showed how, through the details of the

interactions’ sequential organization, a task can be collectively interpreted and even

transformed…” (Mondada & Doehler, 2004, p. 515). By allowing the students to use their
 Legitimate Peripheral Participation 3

knowledge to build upon one another and guide each other towards success through a learning

community, as reinforced by select researches, it is clear that students can use higher-level

thinking to transform a task while gaining skills such as heightened self-esteem to move towards

success. However, within the communities, Hougaard (2009) notes that “for although learning

may or may not be a drawn out process, it is certainly a process that takes place in the micro-

moments of social interaction in communities of practice’ (Wagner, 2007, p. 807)”. The

complexities of developing both a sense of identity and the task at hand within a discourse

community can be fully seen within the micro-moments as described by Hougaard. Throughout

the various articles that discuss the basic framework of communities of practices, there is a

definite similarity to the benefits that collaborative learning can provide for students while still

completing the task at hand.

When constructing discourse communities, it is essential to consider the various aspects

that can affect each learning community; through select researchers, there are several distinct

elements to consider. The primary aspect is brought to attention by Scarino (2014) through the

analysis of LPP research, which emphasizes that teachers are “...positioned as language users and

mediators of languages and cultures...” (p. 399). The mediator’s position allows the teacher to

determine which individuals will be a part of what learning community; however, select

researchers have placed importance on this role. There are many elements to consider when

constructing a community. Haneda (2006) describes such elements as “consideration of who its

members are as individuals” and “examining the power relations that are inherent in any

community” (p. 815). SLA researchers have thoroughly investigated such ideologies pointed out

by Haneda, explicitly connecting the ideas to the role of identity within each learning

community. The importance of individuals’ role within discourse communities can be seen as
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“guidance is available to learners and their partners through social interaction and structure of

activities” (Rogoff et al., 2016, p. 359). The support that individuals provide for their peers is

critical when considering the construction of learning communities due to the stress that LPP

places on student-based community learning pedagogy. Another factor to consider when

constructing discourse communities is brought to attention by Kapucu as it is described that “...

communities of practice should be built upon the reflections of the practical world” (2012, p.

605). Creating communities that build and reflect upon the real world creates context and

meaning for the learners, motivating their participation. Plata Remírez put the ideologies

discussed when constructing discourse communities into practice as “the kind of activities that

encouraged Victoria to become a legitimate member of that new community considered three

important constituents: they were social, active and meaningful” (2017, p. 19). The researchers at

hand thoroughly considered the crucial aspects of applying when constructing learning

communities. As a result, the learners can have a social, meaningful, and active community as

found through the application of ideologies when constructing communities of practice.

SLA has placed an importance on identity throughout the years; this is reflected in the

researchers’ various ideologies present in the discussion of LPP. Haneda (2006) emphasizes the

importance as it is discussed that “…identity, knowledge, and social membership entail one

another’ (Lave & Wenger, 2006, p. 808)” (p. 808). During the construction of learning

communities, it is essential to consider every individual’s identity due to the complex nature.

Without analyzing identity, learners may struggle with social membership and knowledge due to

the inseparable nature as described by Haneda. Through the findings of Kapucu (2012), the

importance of the various aspects of identity is reaffirmed as “... it is essential to grasp the idea

of collaboration that would intertwine different mind-sets and lead toward a single common
 Legitimate Peripheral Participation 5

goal” (p. 605). The ideologies Kapucu presents begs the question of identity change and

adaptation as the learning communities develop through the completion of goals. The answer to

developing identities is noted in one of the research findings stating that “... changing

participation leads participants to take on new identities that are necessarily bound up with new

knowledge and skills’ (Lave, 1996)” (Morrell, 2003, p. 91). This change in identity can result

from various aspects that each learner brings to the discourse community, such as culturally

diverse backgrounds. We can see a case where an individual struggles with identity in

connection to her learning community; however, the teacher supports the student by allowing her

to see the importance of her diverse perspectives, allowing others to adapt and consider their

ideologies regarding identity. Plata-Ramírez describes this occurrence by stating, “her own

experience as a culturally diverse student helped her understand Victoria’s diverse background”

(Plata-Ramírez, 2017, p. 20). Understanding identity and the impact the various aspects of

identity holds in discourse communities is crucial to understand when discussing students’

success as identity is ever-changing and intertwining with peers to comprehend content

successfully.

When constructing a student-based learning community, questions often arise regarding

what role the teachers play within a classroom. During the discussion and analysis of

constructing communities of practices, it was emphasized throughout many research findings

that teachers play a pivotal role when constructing the communities because they play as a

mediator while thoroughly acknowledging all the factors at play when constructing communities

such as identity. Morrell takes note of several studies to examine that “...teachers learn best as

they are engaged in collaborative inquiry where they can reflect publicly on their practice, and

where they are allowed to position themselves as public and transformative intellectuals
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(Cochran-Smith & Lytle, 1993; Freire, 1997; Giroux, 1985; Wells, 2000)” (Morrell, 2003, p. 91).

Through the reflection of their practice in a collaborative manner, teachers see first hand the

impact that collaborative learning poses for students. This allows the teachers to examine where

they struggle or need guidance so they can be there to support the students in connection to their

own experiences. Several researchers were able to analyze and connect the findings of other

researchers in regards to teacher role to effectively conclude that “...instructor effort is positively

correlated with student engagement (Myers, 2004; Seidel et al., 2015)” (Wiggins et al., 2017, p.

9). Reflecting upon several discussions posed by the researchers, teachers must demonstrate that

they are putting effort into the class because students will reflect the same amount of effort. We

can see an example of this in Plata-Ramírez’s study as it is identified that “she [teacher] helped

Victoria move from the periphery to a more frequent participation instead of keeping her from

participating such as those cases reported in Toohey (1998) and Norton (2001)” (Plata-Ramírez,

2017, p. 20). Without the aid of the teacher, Victoria may have followed the conclusions posed

by Toohey and Norton, which would have resulted in marginalization; however, the teacher

played a pivotal role in changing the expectations to allow for the success of Victoria in her

learning community.

Several researchers noted the importance of understanding marginalized students and

their experience in learning communities with the framework of LPP. Miller and Zuengler

(2011) discuss that “in many cases, blocked or limited access to participation is an effect of how

unequal power relationships are enacted among participants in a community of practice - or how

they are enacted between that community and the other communities of practice”(p. 131). Select

researchers in SLA have identified those who are typically blocked or have limited participation

within communities of practice have been labeled as marginalized students for various reasons,
 Legitimate Peripheral Participation 7

one being that the L1 of the learners do not align. Haneda describes the toxic effects that

“...labeling marginalized positions occupied by these students as LPP because of the danger of

legitimizing their marginality” (2006, p. 812). By labeling the students as marginalized, it invited

the difference in identities to divide the learners to the point when students are blocked and

limited from learning access. An example of marginalized students, as discussed by the

researchers, are learners with different L1s. Miller and Zuengler discuss the true value that

marginalized students have by describing that “classrooms with ELLs, such research reveals, are

rich, potential sites of resistance as complex language and cultural ideologies come together and

often result in conflict” (2011, p. 133). When connecting these ideas to the roles teachers play,

teachers must support the students who may get limited or blocked access to the community of

practice in order for all students involved to have success. We can see an example of an extreme

case where a student was “...linguistically removed insofar as he lacked the nativelike language

proficiency that full membership of his target discourse community and peripheral participation

demanded” (Flowerdew, 2000, p. 146). When examining the influence marginalized learners

have on discourse communities, it is exceptionally critical to support students if they get limited

or blocked membership into the learning community. However, to avoid extreme marginalization

cases, the teacher must use their role as mediator to show that all students can bring a wealth of

knowledge to the community of practice.

Through the discovery of Legitimate Peripheral Participation, learners can work

collaboratively to complete a goal. LPP pedagogical strategies go beyond the completion of

goals; LPP allows for identity and 21st-century skill development. Researchers have identified

several critical elements connected to LPP, which are stated as the following: cooperative

learning, construction of discourse communities, learner identity, marginalized learners, and

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teacher roles. The intertwining nature of the elements of LPP creates a complex environment;

however, when considering all aspects of LPP, learners will thrive and succeed.

Annotated Bibliography

Flowerdew, J. (2000). Discourse community, legitimate peripheral participation, and the

nonnative‐English‐speaking scholar. TESOL Quarterly, 34(1), 127-150.

Summary
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This article describes a non-native English speaker from Hong Kong who was publishing

a scholarly article after his studies in the United States. Flowerdew examines the challenges that

arise during revisions and publishing and, more specifically, how community discourse and LPP

may have affected his successes. Flowerdew (2000) describes that the individual was bound to

experience troubles due to how he was “...geographically removed from the discourse

community and peripheral participation to which he is seeking access” (p. 146). The author then

concludes that tremendous success may have occurred with the support of a discourse

community and LPP due to community based collaboration regarding the publishing process.

Reflection

Flowerdew thoroughly describes the complexities at hand regarding the individual who

was in the process of publishing a scholarly article. There are great examples in which the

struggles can be directly linked to the lack of support of a discourse community or LPP.

However, the author provides suggestions for ways the individual could have great success with

language use, such as creating a discourse community through international conferences.

Flowerdew poses critical questions and hypotheses for the lack of linguistic support and the

success of other non-native speakers who may struggle to gain access to the TL. Moving towards

legitimate participation A Venezuelan girl learning English in an Iowa city elementary school

describes a similar phenomenon as the learner in Hong Kong; by the connection of the two cases,

the author makes a note of how essential it is to support learners, especially those trying to have

success with an L2 in a social matter through LPP and discourse communities.

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Haneda, M. (2006). Classrooms as communities of practice: A reevaluation. TESOL Quarterly,

40(4), 807-817.

Summary

In this reevaluation of classrooms as communities of practice, Haneda emphasizes the

limitations that CoP offers for second language acquisition through the framework of prior

research to then provide direction for future research. Haneda highlights that “…‘identity,
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knowledge, and social membership entail one another (Lave and Wenger, 1991, p. 53)’ (2006, p.

808)”; therefore, one aspect cannot be experienced without the other. The article mentions that it

is crucial to note the issues that may occur as a result of the cohesive elements of language

learning, which Handea describes as the following: (a) the concept of community, (b)

distinguishing learning types, (c) alienation of individuals due to norms within the community,

and (d) negotiation of practices taking place. Haneda describes that to succeed with CoP with L2,

it is essential to consider the individuals who will make up the community by understanding the

roles and identities people may inhabit.

Reflection

Through the critical analysis of frameworks created by various researchers, Haneda

highlights how CoP may go askew. However, through the analysis, Haneda often criticizes the

method in which the researchers conclude their findings. From the criticisms, questions arise on

how Haneda may change or adapt the research methods to conclude concrete findings to support

ideologies in regards to community-based learning for L2 learners. However, Haneda succeeds

in concluding aspects to consider when creating a community, a handy tool when considering if

community-based learning will allow for success in learners. This article investigates the LPP

and discourse communities thoroughly. The ideologies discussed within this article connect with

several other articles such as Cooperative Learning, Collaborative Learning, and interaction:

Three Communicative Strands in the Language Classroom due to the similar perspectives of

LPP.
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Hougaard, G. R. (2009). Legitimate peripheral participation as a framework for conversation

analytic work in second language learning. In Forum Qualitative

Sozialforschung/Forum:

Qualitative Social Research (Vol. 10, No. 2).

Summary

Hougaard draws upon the framework of Legitimate Peripheral Participation to understand

Conversation Analytic work in Second Language Acquisition. Hougaard describes CA as the

approach to study social interactions, in which non-verbal and verbal aspects are considered in
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everyday life situations. Hougaard focuses on language learning between native and non-native

speakers in daily life outside of an educational environment. Hougaard (2009) creates a frame of

reference by quoting a definition of learning as “micro-moments of social interactions in

communities of practice” (Firth & Wagner, 2007, p. 807). From there, Hougaard concludes that

language learning is not a typical activity among adults, especially in ordinary social activities.

Therefore, Hougaard describes that CA and LPP are incredibly uncommon and did not exist

during the natural interactions between adults outside of an educational environment; however, if

the motivation of language learning were present, the chance for CA and LPP would

hypothetically be present.

Reflection

Conversation Analytic was created and heavily researched within a sociological method.

However, throughout the years, CA has since spread into other fields such as linguistics but,

more specifically, SLA. While Hougaard focuses on language learning in natural interactions

beyond educational environments, it would be fascinating to see LPP and CA framework

regarding SLA in educational environments such as ESL courses. The ideologies discussed

within this article reinforce the ideologies referenced within other articles such as Learning as

Reciprocal, Interpretive, Meaning-Making: A View From Collaborative Research Into the

Professional Learning of Teachers of Language.

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Kapucu, N. (2012). Classrooms as communities of practice: designing and facilitating learning

in a networked environment. Journal of Public Affairs Education, 18(3), 585-610.

Summary

Kapucu stresses the importance of knowledge, practices, and the opportunity to learn

through relationships within a discourse community. Through a study done at a graduate-level

public administration course, Kapucu was able to use activities conducted within the class to

demonstrate the importance of learning communities; however, through the studies, Kapucu was
 Legitimate Peripheral Participation 15

able to identify other critical elements in regards to student based classrooms. Friendship

networks were strengthened in the class through the activities used; however, cliques were

developed. Kapucu suggests that the teacher is the facilitator of classroom communities;

therefore, it is crucial to put students into grouping strategically to “encourage peer interactions.”

(Kapucu, 2012, p. 606). The other aspect found was that it is vital to create practices that build

upon reflection of the real world; thus, interests and awareness grow.

Reflection

Kapucu created a clear and concise analysis of community-based practices in a

classroom. The clarity and the straightforward nature of the ideologies are reinforced through the

case study, where Kapucu finds other aspects that directly correlate to discourse communities.

Through the analysis, Kapucu provided insight and ways to navigate the different elements

discovered, such as friendship development and outside classroom implications. Through the

investigation of other articles, connections are easily made between this article and Negotiating

Access to Learning Through Resistance to Classroom Practice; as a result of the connections

between the two articles, the ideologies that have been placed into practice have been

strengthened.
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Miller, E. R., & Zuengler, J. (2011). Negotiating access to learning through resistance to

classroom practice. The Modern Language Journal, 95, 130-147.

Summary

By observing a “shelter” class or what is typically known as an English as a second

language class, Miller and Zuengler emphasize the essential nature of access to community

language learning within a classroom. Miller and Zuengler describe that access to participation

within a community can be blocked or limited due to unequal power relations and the histories of

the individuals. Linguistic capital is also described as a means of negotiating access within a

community, which can be challenging to achieve due to the oppression that non-majority L1
 Legitimate Peripheral Participation 17

users face if their language is not reflected within their educational experience. This can be seen

as Miller and Zuengler (2011) state, “The inclusion of weak or non-users of English served to

bolster the linguistic capital of students with strong proficiency” (p. 145). One student, in

particular, experienced the effect of linguistic capital and access to the community, which led the

individual not to have gained “...much understanding of either the language or the outcome of

what has transpired” (Miller & Zuengler, 2011, p. 143).

Reflection

The study conducted in connection to the ideologies of Miller and Zuengler reinforces the

importance of CoP; however, they point out that various aspects can impact the access an

individual has to the community. After the observation, it would be fascinating to interview the

individual most affected by access to find out more information beyond visual conclusions. The

evolution of research in regards to SLA and CoP is becoming more familiar among SLA

researchers. However, it would be interesting to see how educators would reflect upon the most

significant findings of SLA and CoP in regards to their pedagogical practices. The article titled

Legitimate Peripheral Participation as Professional Development: Lessons from a Summer

Research Seminar puts the ideologies into practice, however, in this case educators are reflecting

upon SLA and CoP findings in connection to pedagogical practices.

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Mondada, L., & Doehler, S. P. (2004). Second language acquisition as situated practice: task

accomplishment in the french second language classroom. The Modern Language

Journal, 88(4), 501-518.

Summary

Mondada and Doehler base their conversation on situated learning regarding SLA on

conversation analysis and socio-cultural cultural theories. The authors stress that learning is a

social act and that the interactions, practices, and tasks allow learning. However, teachers and

students are in control, able to reconfigure classroom talk and raise different learning

opportunities. Mondada and Doehler draw various ideologies from a study conducted within a

setting where individuals learned French and completed tasks to acquire the TL. The study's

outcome demonstrates that a task can be interpreted collaboratively. When problems arise, the
 Legitimate Peripheral Participation 19

“embedded linguistic, interactional, and institutional competencies” support the task's

redefinition to solve the problem (Mondada, & Doehler, 2004, p. 515).

Reflection

This article provides concrete examples of the effects of collaborative work in terms of

SLA. It is evident within this article that learning environments, tasks, identities, and contexts are

crucial aspects of second language acquisition success. However, the brief discussion leaves an

opportunity for unanswered questions from the study conducted alongside the ideologies

discussed. The authors leave little opportunity for further investigation regarding the research

found as only one specific recommendation is provided for further questioning. However, in the

article titled Discourse Community, Legitimate Peripheral Participation, and the Nonnative-

English-Speaking Scholar, the author describes many situations with his study that allows for

some questions to be answered as well as create hypotheses for more significant connections in

SLA and LPP.

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Morrell, E. (2003). Legitimate peripheral participation as professional development: Lessons

from a summer research seminar. Teacher Education Quarterly, 30(2), 89-99.

Summary

Morrell analyzes the use of Legitimate Peripheral Participation in connection to the

professional development of teachers. This study involved teachers, students, community

activists, and university-based researchers. The seminar focused on an equal opportunity,

effective pedagogy strategies, and theories relating to teaching and learning. One of the teachers

noted that during the seminar, they were able to “reflect more fully on their practice as they

witness others in action” (Morrell, 2003, p. 95). This form of professional development allowed

the teachers in the seminar to create a powerful and authentic discussion regarding their practices

and opportunity for improvement. Morrell discusses that this type of teacher development will

enable teachers to adapt their traditional approaches to collaborative and student-centered

approaches.
 Legitimate Peripheral Participation 21

Reflection

While this article does not directly focus on community discourse or LPP within a

classroom setting, Morrell demonstrates the effects of LPP based strategies within a group that

ultimately results in the growth of ideologies. This study shows how teachers should navigate

from a traditional pedagogical approach to a more collaborative approach, allowing the teachers

to see first hand how meaningful collaborative and community-based discussions can impact

learning in any sense. This article causes questions to arise, such as how many of the study's

teachers decided to apply their findings into their teaching, and how did the change in learning

style change students' success in the classroom? Some of the questions developed from this

article can be answered in connection to the article titled Second Language Acquisition as

Situated Practice: Task Accomplishment in the French Second Language Classroom by

experimenting with hypotheses regarding LPP and discourse communities.

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Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three

communicative strands in the language classroom. The Modern Language Journal, 81(4),

443-456.

Summary

Oxford discussed the three key practices for creating learning experiences which are

listed as the following: Cooperative Learning, Collaborative Learning, and Interaction. Within

the article, Oxford describes the purpose, degree of structure, relationships, prescriptiveness of

activity and key terms associated with each practice of learning. Oxford (1997) identifies that

Cooperative Learning is most associated with “highly structured goals and techniques for

learning” (p. 452). Collaborative Learning hones in on placing learns into knowledge

communities to push their knowledge beyond their current frame of reference. Finally Oxford

(1997) describes interaction as “varied” and “broad”, however, allows individuals to

communicate in various ways (p. 452).

Reflection
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The way Oxford describes Collaborative Learning associates most with the findings for

creating community-based learning within the classroom. Oxford takes the time to develop

connections to different learning experiences to different theories and ideologies. By doing so,

connections to real-life experiences and implications can easily be seen and sought by

individuals. However, it is essential to note that this article solely provides information regarding

each learning practice. Therefore, it is necessary to have additional reading to create meaning

with the content Oxford discussed and real life implications. Due to the ideology based

discussion within this article, connections between other articles such as Legitimate Peripheral

Participation as a Framework for Conversation Analytic Work in Second Language Learning

can reinforce the ideas discussed within these articles and connect themes.
 Legitimate Peripheral Participation 24

Plata-Ramírez, J. M. (2017). Moving towards legitimate participation. A Venezuelan girl

learning

English in an Iowa city elementary school. Revista Electrónica Educare, 21(3), 1-24.

Summary

Plata-Ramírez studies an elementary student from Venezuela who is working to improve

her English. Through the study, Plata-Ramírez examines LPP and collaborative relations of

power in connection to the learner and her peers' activities, engagement, support, and attitude

while at school. The teacher, Mrs. Brown, used her experience as a culturally diverse student to

create an environment where risk-taking was encouraged, the use of native language to express

emotions, oral feedback to gauge learning, and, most importantly, to facilitate a welcoming and

supportive discourse community. It is noted that the learner, Victoria, moved from "peripherality

towards full participation as a legitimate member" in the learning community (Plata-Ramírez,

2017, p. 19). The learning community was social, meaningful, and active, which supported all of

the community's learners, which ultimately aided in the success of Victoria's language learning.

Reflection
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Plata-Ramírez reaffirms the essential nature of a discourse community concerning

language learning. The author demonstrates how influential a teacher can be in the success of the

learning community and the language learner's success. Without the support that the teacher

provides for Victoria, the success she had with learning and friendship development would not

have occurred. Plata-Ramírez thoroughly discusses the implications and aspects of LPP and

collaborative relations of power to support the other articles discussed in this project. This article

connects easily with ASPECT: A Survey to Access Student Perspectives of Engagement in an

Active-Learning Classroom due to the experiences both students had within the studies and how

the importance of learning as a community can affect the success of students regardless of

language involvement.
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Rogoff, B., Callanan, M., Gutierrez, K. D., & Erickson, F. (2016). The organization of informal

learning. Review of Research in Education, 40(1), 356-401.

Summary

Rogoff, Callanan, Gutierrez, and Erickson provide an in-depth analysis of informal

learning aspects, such as who engages in informal learning, the history of informal learning, and

ways to bring families into the discourse communities to provide support. The authors found that

formal learning is "nondidactic, highly collaborative embedded in meaningful activity," involves

the learner's interest, however, does not require an external assessment of the activity (Rogoff, et

al., p. 389). The authors describe that the assessment that occurs in informal learning is focused

on social partners, supporting the learners' progress, growth in understanding and skill, and

evolution of engagement. During the discussion, Rogoff, Callanan, Gutierrez, and Erickson

found that discourse communities place value on creativity and innovation regarding new ideas

and improved ways of completing a task.

Reflection

The authors provide a well-rounded and articulate description of the various aspects of

informal learning. The content discussed has not been mentioned in other articles thus far;
 Legitimate Peripheral Participation 27

therefore, providing support to create a diverse understanding of discourse communities and their

impact on learners' success. While the authors do not focus specifically on one study to support

their ideologies, they take many different studies to reinforce the ideas they discuss to provide a

concrete context for their findings. Although there are no studies linked to the ideologies present

in this article that other articles I have found such as Classroom as Communities of Practice: A

Reevaluation have been able to reference and support the ideologies discussed within this article.
 Legitimate Peripheral Participation 28

Scarino, A. (2014). Learning as reciprocal, interpretive meaning-making: a view from

collaborative research into the professional learning of teachers of languages. The

Modern Language Journal, 98(1), 386-401.

Summary

Scarino starts by describing the process of globalization and the impact it has on world

language education. From there, the author goes in-depth on the views of language, culture, and

learning concerning SLA. Scarino then studies two case studies involving a Chinese and French

class connected to a student-centered classroom. During the case studies, Scarino (2014) invites

the teachers to "reflect on their own practices and conceptions concerning teaching language" (p.

398). It is noted within the article that it is crucial to discuss understanding as it is a fundamental

step in learning, allowing the learners to create a context with the content discussed through

critical thinking and reflection. Scarino notes that the teacher's reflection results in the

recognition that the act of learning needs to occur with other learners working together to

understand the meaning and familiarize the frames of meaning within their own lives.

Reflection

Scarnio examines a crucial aspect of learning a language that no other author has

mentioned to the extent that Scarnio does. The critical thinking regarding globalization and the

expansion of the word understanding allows for a more significant in-depth examination of

student-based learning implications. The use of the two studies enables Scarnio to provide

concrete support for the ideologies discussed. However, the lack of support for further
 Legitimate Peripheral Participation 29

investigation and suggestions for where to look into next is disappointing because there is room

for further explorations that Scarnio does not identify. The article titled The Organization of

Informal Learning provides insights that connect to this article by filling in the holes and

questions that were present throughout the article which allows for a better understanding and

analysis of the content at hand.

 Legitimate Peripheral Participation 30

Wiggins, B. L., Eddy, S. L., Wener-Fligner, L., Freisem, K., Grunspan, D. Z., Theobald, E.
J., . . .

Crowe, A. J. (2017). ASPECT: A survey to assess student perspective of engagement in

an active-learning classroom. CBE—Life Sciences Education, 16(2).

Summary

The contributing authors believe that it is essential to take a "holistic view" of the

students' experience in an active-learning classroom (Wiggins et al., 2017, p. 1). To take a more

in-depth look at students' experience in a student-based classroom, the authors use an instrument

called Assessing Student Perspective of Engagement in Class Tool (ASPECT). This tool helps to

take a deeper look into language proficiency, perceived value of the activity, and group

composition. The authors apply ASPECT to a biology class where the students will be

responding to the value of the activity, personal effort, and instructor contributions. The study

found that students place more value on tasks they believe are connected to upcoming exams or

having a connection to the outside world, and motivation is attached to how enjoyable the task at

hand is. There was also an identification that instructor contributions were significant.

Reflection

The article provides clear and concrete examples of aspects that may influence active

learning engagement in a classroom. The authors note that there is little information regarding

how a more social classroom than individual learning impacts the student's experience within the
 Legitimate Peripheral Participation 31

classroom. However, they explore the aspects that may impact a student's experience within a

classroom with great detail and tools to provide critical numbers regarding the development of

ideologies. Lastly, the authors suggest that future studies will be required due to the lack of

concrete information regarding instructor effort's perception impacting student engagement.

Classroom as Communities of Practice: Designing and Facilitating Learning in a Networked

Environment keys in on the same factors that influence learning communities' success; however,

this article places value on the teacher's ability to construct the discourse communities to set the

students up for success.