Innovation in Language Learning

Previous research reported that certain characteristics of social networking sites (SNSs), which allow individuals to engage in multiple digital literacies in socio-interactive environments, positively contribute to the second language learning experiences of students. Therefore, it is important to develop carefully-designed and structured models for an effective incorporation of them into second language teaching and learning (L2TL) contexts. Theoretically driven by Bridging Activities Framework (Thorne & Reinhardt, 2008), the current study aims to present such a model for integrating SNS-mediated activities into future language teaching pedagogies of pre-service language students. For this purpose, 38 senior pre-service language teachers participated in the study conducted at a state university in Turkey. Following the demonstration of the sample lessons prepared in accordance with the model, teacher candidates designed and developed their own lessons in pair and taught them at state schools where they were completing their internship. The results of this exploratory project revealed that teacher candidates mostly integrated Instagram into their classes in primary and secondary school levels. Following a discussion of the outcomes including the overall experiences of participants in regards to the project, the study concludes with ideas for future research and pedagogical suggestions for a roadmap that can be followed in both pre- and in-service teacher education.

Keywords: Social Networking Sites, Bridging Activities Framework, Teacher Education, Pre-service Language Teachers;