Qualitative research questions will be used to guide the collection of qualitative
data that seek to gather insight into the use of Web 2.0 technologies in language learning
by community college students. Qualitative research data will enhance the research and
give a voice to the results (Creswell, 2005).
Lack of multiple language fluency is a characteristic shared by the majority of
U.S. citizens in spite of current educational emphases on promoting global citizenship.
Teachers have the opportunity to influence this situation by encouraging their students to
learn multiple languages. The sooner students can begin the language learning process
the more likely they will be to achieve native fluency (Hyltenstam & Abrahamsson,
2003; Larsen-Freeman & Long, 1991, Scovel, 2000). The sole responsibility does not lie
exclusively with language educators but rather is a multidisciplinary problem. Languages
influence all disciplines in some way or another (Pennycook, 1994; Bourdieu and
Passeron, 1990; Ivanic, 1998; Lea & Street, 1998). In order to prepare students for the
future, all educators must encourage students to become citizens of the global world.
When one becomes a citizen of the world, one must make every attempt to communicate
in multiple languages.
Solving the complex puzzle of effective language learning in a non-immersive
setting is so compelling that educators must seek answers. One potential answer is
through student-centered contextualized classrooms where teachers can begin to connect