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Qualitative Data.

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).

Problem Context

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

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