[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-167211-en":3,"doc-seo-167211-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},167211,549758146520,"Patrick","https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470",8,"Research & Report","Learning Multiple Foreign Languages in a Community of Practice - Innovation, Interconnection, and Dedication","This study examines the linguistic and sociocultural affordances available to multilingual learners through participation in a Community of Practices (CoPs). Focusing on Indonesia, the research investigates how a multilingual practice community enables multiple foreign language learning opportunities. Ethnographic methods, guided by Wenger’s CoP theory, combined observations and semi-structured interviews with members and a board participant. Thematic analysis identified eight themes, including social media empowerment, innovative activities, learning support, intercultural sharing, and free language learning.","Journal of Multilingual and  \nMulticultural Development  \nISSN: (Print) (Online) Journal homepage: [https://www.tandfonline.com/loi/rmmm20](https://www.tandfonline.com/loi/rmmm20)  \nLearning multiple foreign languages ina community of practice: innovation, interconnection, and dedication  \nNoprival, Nizamuddin Sadiq & Nur Lailatur Rofiah  \nTo cite this article: Noprival, Nizamuddin Sadiq & Nur Lailatur Rofiah (2022): Learning multiple foreign languages in a community of practice: innovation, interconnection, and dedication, Journal of Multilingual and Multicultural Development, DOI: 10. 1080/01434632 .2022.2111435  \nTo link to this article: [https://doi.org/10.1080/01434632.2022.21](https://doi.org/10.1080/01434632.2022.21)11435  \n Published online: 16 Aug 2022.  \n\n|  Submit your article to this journal  |\n| --- |\n|  Article views: 80 |\n|  View related articles  |\n|  View Crossmark data |\n\nFull Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=rmmm20](https://www.tandfonline.com/action/journalInformation?journalCode=rmmm20)  \nLearning multiple foreign languages in a community of practice: innovation, interconnection, and dedication  \nNoprival  a, Nizamuddin Sadiqb and Nur Lailatur Rofiahc  \naSekolah Tinggi Ilmu Kesehatan Harapan Ibu Jambi, Jambi, Indonesia; bDepartment of English Language Education, Universitas Islam Indonesia, Yogyakarta, Indonesia; cDepartment of Languages, Walailak University, Nakhonsrithammarat, Thailand  \nABSTRACT  \nThis study reports on the linguistic and sociocultural affordances available to multilinguals through their engagement in a social learning space at a Community of Practices (CoPs) . Despite the existence of studies on CoP in language learning contexts, however, little work has been conducted on the affordances of a multilingual learning community, especially foreign languages. To fill this empirical gap, we investigated the affordances which give rise to multiple language learning opportunities in a multilingual practice community (MPC) in Indonesia. To this end, we carried out ethnographic research guided by Wenger’s (1998) CoP theory, from which data were collected through observations and interviews. In doing observation, the first author’s role was as a participant-observer. Applying a semi-structured interview, participants involved were MPC members as well as a member of a board in this community. Interview data are analysed through a thematic analysis, which is informed by CoPs perspectives. Eight themes emerged in the findings: empowering social media, innovative language engagement activities, learning support, personal freedom of learning, intercultural sharing, sharing online learning platforms, language learning for free, and social networking. The implications suggest that language  \nenthusiasts can adapt to the way multilinguals learn foreign languages from this community.  \nARTICLE HISTORY  \nReceived 24 May 2022 Accepted 3 August 2022  \nKEYWORDS  \nCommunity of practice; foreign languages; multilinguals  \nIntroduction  \nTo help learners succeed in increasing their foreign language skills, they cannot depend on formal institutional study but must also depend on informal learning, since schools are mostly unable to provide the affordances needed to develop language ability (Menezes 2011) . Therefore, informal settings are an alternative when learning a foreign language. One form of informal education is the Community of Practices (CoPs), from which a collection of people who engage on an ongoing basis in some common endeavour. CoPs emerge in response to common interests or positions and play an important role in forming their members’ participation in, and orientation to, the world around them (Eckert 2006) . CoPs serve as gathering places for learners to learn from and with one another; their goal is to foster active, experiential, and social learning (Oblinger 2006) .  \nThe importance of the role of informal education","cbCainOQafMDiMc5","https://ap.wps.com/l/cbCainOQafMDiMc5","pdf",1412937,1,14,"English","en",105,"# Abstract\n## Purpose and research question\n## Methodology\n## Findings themes\n## Implications\n# Introduction\n## Informal education and language learning\n## Role of communities of practice\n## Research gap and study focus\n# Literature review\n## Community of practice","[{\"question\":\"What does the study investigate about multilingual learning communities?\",\"answer\":\"It investigates the linguistic and sociocultural affordances that create multiple foreign language learning opportunities in a multilingual practice community in Indonesia.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The authors conducted ethnographic research guided by Wenger’s CoP theory, using observations and semi-structured interviews with community members and a board member.\"},{\"question\":\"What were the main themes found in the interviews and observations?\",\"answer\":\"Eight themes emerged, including empowering social media, innovative language engagement activities, learning support, personal freedom of learning, intercultural sharing, online platform sharing, language learning for free, and social networking.\"}]","Learning Multiple Foreign Languages in a Community of Practice - 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