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Critical Examination of Language Ideologies in an English Learning Blog  \nRayoung Song  \nAbstract  \nGiven the importance of the blogosphere for autonomous language learning, many studies on computer-assisted language learning (CALL) have vigorously investigated the use of blogs in language learning. Noticeably lacking in these endeavors are investigations of language learners’ social engagement with others in online spaces to define and negotiate their own meanings of language and language learning. To fill this gap, this study investigated the language ideologies disseminated in a Korean blog that has become a collaborative online English-learning community. Focusing on this blog owner’s ideas and her followers’ responses, I explored the language ideologies disseminated and negotiated in conversations on language learning and using. This is part of a larger virtual ethnographic study. I analyzed online posts and comments using Gee’s situated meanings. Findings suggest that the Korean bloggers subscribe to monolingual ideologies because they are acutely aware of the ideological contexts in Korea surrounding English and are critical about their own language learning and using practices. The current study asserts that the blogosphere can create opportunities for language learners to contest existing knowledge and voice their opinions on issues that matter to them as language learners and members of a society.  \nKeywords: CALL; language ideologies; blog; English learning  \nIntroduction  \nOnline spaces have become an indispensable venue for knowledge sharing and opinion building. In particular, the blogosphere allows an individual to  \nAffiliation  \nThe University of Massachusetts Amherst, USA.  \nemail: rsong@educ.umass.edu  \ncalico journal vol 36.1 2019 59–76 [https://doi.org/10.1558/cj.35113](https://doi.org/10.1558/cj.35113)  \n©2019, equinox publishing   \n60 “This May Create a Zero-lingual State”  \nshare information and to engage in discussions with others in writing. Given the importance of the blogosphere for autonomous language learning, many studies on computer-assisted language learning (CALL) have vigorously investigated the use of blogs in language learning (see Reinders & White, 2016; Wang & Vasquez, 2012). However, much research on CALL has not paid attention to the crucial role of the blogosphere in this democratic social engagement for language learning. Rather, the overwhelming majority of the research has focused on the cases in which blogs were employed as pedagogical tools for teaching specific linguistic skills such as writing (Aljumah, 2012; Chen, 2016; Zhang, Song, Shen, & Huang, 2014), or enhancing social development such as identity (Bhavana, 2009; Sun & Chang, 2012) and intercultural skills (Elola & Oskoz, 2008; L. Lee, 2011; Melo-Pfeifer, 2015). Moreover, in most of these studies, the use of blogs was initiated by teachers or researchers rather than learners.  \nNoticeably lacking in these endeavors are investigations of language learners’ social engagement with other learners in online spaces to define and to negotiate their own meanings of language and language learning. An examination of this metalinguistic discussion, which has been initiated by the learners themselves, can provide crucial insights into how ideas about language shape learners’ agentive language learning in these free online spaces. Such insights will contribute to a critical examination of CALL in understanding the opportunities for and limits of the democratic process of knowledge sharing and opinion building within the blogosphere.  \nTo fill the gap, this study investigated the language ideologies disseminated in a Korean blog that has become a collaborative online Englishlearning community. Focusing on this blog owner’s ideas and her followers’responses, I explored the language ideologies disseminated and negotiated in conversations on the mean","cbCaigXm2pYN8lyt","https://ap.wps.com/l/cbCaigXm2pYN8lyt","pdf",424465,18,"English","# Introduction\n## Theoretical Framework: Language Ideologies and Bilingualism Models","[{\"question\":\"What gap does the study address in CALL research?\",\"answer\":\"It highlights limited attention to how language learners socially engage with others online to define and negotiate meanings of language and language learning.\"},{\"question\":\"What data and analytical approach does the study use?\",\"answer\":\"It analyzes online posts and comments from a Korean English-learning blog and applies Gee’s situated meanings, grounded in a larger virtual ethnographic study.\"},{\"question\":\"What do the findings suggest about the Korean bloggers’ language ideologies?\",\"answer\":\"They tend to subscribe to monolingual ideologies, reflecting heightened awareness of ideological contexts in Korea and critical stances toward their own language-learning and language-using practices.\"}]","“This May Create a Zero-lingual State” - Critical Examination of Language Ideologies in an English Learning Blog | PDF",1792081818,45]