LEARNING METAPHOR AND ECOLOGIES

Don Hinkelman's book, "Blending Technologies in Second Language Classrooms" (2018),

discusses the concept of learning metaphor and ecologies in language learning.

According to Hinkelman, learning metaphors are cognitive tools used by learners to

conceptualize the learning process. They are powerful tools because they help learners
understand abstract concepts by relating them to something more concrete. For example, learning
can be compared to building a house, where each brick represents a new piece of knowledge that
is added to the foundation. By using metaphors, learners can better understand the learning
process and relate it to their own experiences.

Hinkelman also discusses the concept of learning ecologies, which refers to the social and
cultural environments in which learning takes place. Learning ecologies can be physical, such as
a classroom or library, or virtual, such as online communities. These environments can affect
how learners engage with the learning materials and how they interact with their peers and
teachers.

In addition, Hinkelman suggests that technology can be used to create new learning ecologies
that can enhance language learning. Technology can be used to create virtual communities of
learners who can interact with each other and with their teachers in real-time. It can also be used
to provide access to authentic language materials and create opportunities for learners to practice
their language skills in a more meaningful and authentic way.

Hinkelman's book argues that by understanding the role of learning metaphors and learning
ecologies in language learning, educators can create more effective language learning
environments that are better suited to the needs of their learners. By adopting technology to
create new learning ecologies and by using learning metaphors to help learners conceptualize the
learning process, educators can enhance the language learning experience for their students.
METAPHOR 1: Learning as Instruction

In Don Hinkelman's book "Blending Technologies in Second Language Classrooms" (2018), he

discusses the concept of learning as instruction. Learning as instruction is a traditional way of
teaching and learning that involves the transmission of knowledge from a teacher to a student.
This approach is characterized by a teacher-centered classroom where the teacher is the primary
source of information, and the students are passive recipients of knowledge.

Hinkelman argues that learning as instruction is still relevant in the context of second language
classrooms, especially for the acquisition of basic skills and knowledge. For example, teachers
can use lectures, presentations, and demonstrations to deliver information about grammar rules,
vocabulary, and pronunciation. In this way, students can acquire the basic knowledge and skills
needed to communicate in the target language.

However, Hinkelman also acknowledges the limitations of learning as instruction. He argues that
this approach does not encourage critical thinking, creativity, and problem-solving skills.
Moreover, this approach can lead to a passive attitude towards learning, where students do not
take ownership of their learning and rely solely on the teacher.

To overcome these limitations, Hinkelman proposes the use of blended learning, which combines
traditional classroom instruction with online and technology-based resources. By using a blended
approach, students can access a variety of resources and materials that cater to their individual
needs and learning styles. This approach can also provide opportunities for active learning,
collaboration, and critical thinking, which are essential for language learning.

In conclusion, while learning as instruction is still relevant in second language classrooms for the
acquisition of basic knowledge and skills, it should be complemented with other approaches that
foster critical thinking, creativity, and problem-solving skills. By adopting a blended learning
approach, teachers can provide a more engaging and effective learning experience for their
students.
METAPHOR 2: Learning as acquisition

In Don Hinkelman's book "Blending Technologies in Second Language Classrooms" (2018), the
concept of learning as acquisition refers to the idea that learning is a process of receiving and
internalizing knowledge, skills, and information. It is a process of acquiring new knowledge and
skills through practice, repetition, and reinforcement.

In this approach, the learner is seen as a passive recipient of information, and the teacher's role is
to provide clear and organized instruction, as well as meaningful practice and feedback
opportunities. The focus is on explicit instruction and clear explanations of concepts, grammar,
and vocabulary.

According to Hinkelman, this approach to learning can be effective for certain types of learning
tasks, particularly those that require rote memorization or the acquisition of specific skills. For
example, it can be effective for learning basic grammar rules or practicing pronunciation.

However, this approach has been criticized for not allowing learners to engage with the language
in a more natural and communicative way, and for not developing the learner's ability to use
language in real-world contexts. It also may not be effective for more complex learning tasks that
require deeper understanding and critical thinking.

Overall, learning as acquisition is one approach to language learning that has its strengths and
weaknesses. It is important for language teachers to be aware of different approaches to learning
and to choose the most appropriate one for their learners and learning objectives.
METAPHOR 3: Learning as Socialization

In his book "Blending Technologies in Second Language Classrooms" (2018), Don Hinkelman
explains the concept of learning as socialization. This view sees learning as a process of
becoming a member of a particular social group and acquiring the norms, values, and behaviors
that are associated with that group.

According to this perspective, language learning is not just about acquiring language skills and
knowledge, but also about understanding and adapting to the cultural context in which the
language is used. This includes understanding the social norms and customs, as well as the
attitudes and beliefs of the people who use the language.

Hinkelman argues that language learning is not just an individual process, but it is inherently
social. Learners need to interact with other speakers of the language in order to develop their
skills and understanding of the language. This can happen through formal language classes, but
also through social interactions in which learners use the language in real-life situations.

In this view, language learning is not just about mastering grammar rules and vocabulary, but
also about developing social and cultural competence. This involves learning how to use
language appropriately in different contexts and for different purposes, as well as understanding
the cultural context in which the language is used.

Overall, the socialization view of learning emphasizes the importance of social and cultural
factors in language learning, and highlights the need for learners to interact with others in order
to develop their language skills and understanding of the language and its cultural context.