Language Pedagogy and Non-transience in the Flipped Classroom


  • Una Cunningham University of Canterbury, New Zealand


flipped classroom, language education, language pedagogy, language teaching, non-transient media


High connectivity at tertiary institutions, and students who are often equipped with laptops and/or tablets as well as smartphones, have resulted in language learners being able to freely access technology and the internet. Reference tools such as dictionaries, concordancers, translators, and thesauri, with pronunciation and usage tips, are available at the touch of a screen. The web brings a virtually endless corpus of authentic written and spoken target language usage, and instant communication with target language speakers anywhere. Video recordings of teaching or materials created for language learners can be viewed and reviewed at the learner’s convenience and reused by the teacher, freeing contact time for interaction. This paper distinguishes between asynchrony and non-transience and discusses which material can best be offered to language learners in tertiary education in a non-transient or enduring form rather than as live teaching, why this might be a good idea, and how to create and curate non-transient resources for individualised language learning.

Author Biography

Una Cunningham, University of Canterbury, New Zealand

Associate Professor Una Cunningham leads the University of Canterbury Learning and Teaching Languages Research Lab, the Master of Teaching English to Speakers of Other Languages (MTESOL), and Master of Computer-Assisted Language Learning (MCALL). Her main area of research is in the field of migration, language, learning and technology in various permutations. She is interested in the application of technology for using, learning and teaching languages, and the interplay of linguistic and digital practices of multilingual and transnational families.






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