[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593886-105":59,"doc-detail-593886-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","language-learning-and-activation-in-and-beyond-the-classroom","Language Learning and Activation In and Beyond the Classroom","","Contemporary educational contexts blur the boundary between language learning and activation in and beyond the classroom, a shift supported by technology, globalization and learner mobility. Compared with pre-globalized, pre-Internet EFL/ESL conditions, learners now have many opportunities to activate language outside class, although a problematic separation still persists between classroom acquisition and real-world activation. The paper argues for co-occurrence of learning and activation in blended, project-based designs combining in-class and out-of-class opportunities, supported by four case studies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/language-learning-and-activation-in-and-beyond-the-classroom/593886/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/language-learning-and-activation-in-and-beyond-the-classroom/593886.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper propose about language learning and activation inside and outside the classroom?","Question",{"text":112,"@type":113},"It argues that learning and activation can co-occur both inside and outside the classroom, rather than treating the classroom only as a place of learning and the outside world only as a place of use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is the term “activation” preferred to “use” in the paper?",{"text":117,"@type":113},"The paper states that “activation” carries a more dynamic connotation than “use,” reflecting how learners develop and mobilize language in real contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach does the paper advocate for language development?",{"text":121,"@type":113},"It advocates a blended, project-based approach that combines in-class and out-of-class learning/activation opportunities, supported by four case studies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593886,1792600921,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"OPEN ACCESS  \nAustralian Journal of Applied Linguistics  \nISSN 2209-0959  \n[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/)  \nAustralian Journal ofApplied Linguistics, 1 (2), 49-63 (2018) [https://dx.doi.org/10.29140/ajal.v1n2.34](https://dx.doi.org/10.29140/ajal.v1n2.34)  \nLanguage Learning and Activation In and Beyond the Classroom  \nJULIE CHOI a  \nDAVID NUNAN b  \na University of Melbourne, Australia b University of HongKong, HongKong  \nEmail: [julie.choi@unimelb.edu.au](julie.choi@unimelb.edu.au) Email: [davidcnunan@gmail.com](davidcnunan@gmail.com)  \nAbstract  \nIn contemporary educational contexts, technology, globalization, and mobility have brought about a blurring of the boundary between language learning and activation in and beyond the classroom. (We prefer the term “activation” to “use” as it has a more dynamic connotation.) This contrasts with the pre-globalized, pre-Internet world when, in many EFL (and even ESL) settings, opportunities for language use outside the classroom were either limited or non-existent. These days, regardless of the physical context in which learners are living, there are many opportunities for language activation outside the classroom (see Benson & Reinders, 2011; Nunan & Richards, 2015, for over 40 case studies of such opportunities). Additionally, there is a problematic distinction between classrooms, as places where language is learned, and the world beyond the classroom, as spaces where classroom-acquired language and skills are activated. Inside the classroom, experiences can be created in which learning and activation can co-occur (Swain, 2000) . Beyond the classroom, learners are not only activating their language in authentic contexts, they are also developing their communicative repertoires and acquiring language skills that are not readily acquired in the classroom (Choi, 2017) . This paper thus rests on the following premises: learning and activation can co-occur inside and outside the classroom; and, language learning/activation outside the classroom offers challenges and opportunities that are not available inside the classroom. In the body of the paper, we will expand on, exemplify, and attempt to justify these premises. We will also argue that a blended, project-based approach, incorporating both in class and out of class learning/activation opportunities provides optimal environments for language development. In the body of the paper, we showcase the rich learning affordances in blended project designs drawing on four case studies from a range of contexts. Finally, we discuss the need to rethink the roles of teachers, learners and pedagogy within the blended model.  \nKeywords: Language learning, pedagogy, project-based learning, language activation, out of classroom, learning affordances, blended model  \nFrom the Traditional to the Contemporary in Language Teaching  \nIn much language pedagogy, a clear distinction is drawn between language learning and language use. Prior to the emergence of Communicative Language Teaching (CLT) in the 1970s, methodological techniques in the classroom resulted in language that bore little resemblance to the language that was used in authentic interaction outside the classroom (Canale & Swain, 1980; Swain, 1985; Savignon,1987) . The audiolingual drill, for example, bore no resemblance whatsoever to the way people spoke to each other outside the classroom, and nor was it intended to. Its purpose was to inculcate the morphosyntactic patterns of the target language through an inductive process of habit formation. The assumption was that once sufficient patterns had been acquired, the learner could deploy these in communicative interactions outside the classroom. However, the transfer from in-class language learning to out-of-class language use did not happen as effortlessly as suggested by the audiolingual method, which was based on behaviourist psychology and structural linguistics (Richards &","cbCain4KpgYq2MAp","https://ap.wps.com/l/cbCain4KpgYq2MAp","pdf",815555,15,"English","# Abstract\n# Language Learning and Activation In and Beyond the Classroom\n# From the Traditional to the Contemporary in Language Teaching\n## Communicative Language Teaching (CLT) and the learning-use distinction\n## Behaviourism, structuralism, and challenges to traditional views","[{\"question\":\"What does the paper propose about language learning and activation inside and outside the classroom?\",\"answer\":\"It argues that learning and activation can co-occur both inside and outside the classroom, rather than treating the classroom only as a place of learning and the outside world only as a place of use.\"},{\"question\":\"Why is the term “activation” preferred to “use” in the paper?\",\"answer\":\"The paper states that “activation” carries a more dynamic connotation than “use,” reflecting how learners develop and mobilize language in real contexts.\"},{\"question\":\"What approach does the paper advocate for language development?\",\"answer\":\"It advocates a blended, project-based approach that combines in-class and out-of-class learning/activation opportunities, supported by four case studies.\"}]","Language Learning and Activation In and Beyond the Classroom | PDF",1792078108,38]