Learning multiple foreign languages in a community of practice: innovation, interconnection, and dedication

Abstract

ABSTRACT This 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 enthusiasts can adapt to the way multilinguals learn foreign languages from this community.