Foreign Language Instruction in a Virtual Environment: - Teaching through Multi-User Virtual Environments - page 323

analyze the features that could be generalized to
other subjects.
The primary features of SL that aid instruction
are the relatively easy and limitless flexibility in the
virtual setting, the technological tools available,
and the pedagogical facilitators provided by the
virtual environment. Once overcoming the learn-
ing curve associated with becoming comfortable
in a new environment, there are many advantages
to instruction in a virtual world such as SL. Modi-
fication of the virtual setting allows material to be
placed in an appropriate context more rapidly and
with less effort than in a traditional classroom by
easily allowing activities in new virtual settings
and through interaction with virtual items.
The integration of multi-media material (such
as textured backgrounds, ambient music, and
embedded video) further enhances the experience
for learners with less effort on the instructor's part
than would be necessary in a traditional classroom.
The technological tools, such as IM, chat, and
virtual gestures, in SL allow for multiple modes
of communication and interaction that would
sometimes be more difficult to implement in a
traditional classroom. The flow of information in
a virtual world is inherently structured in such a
way that all students can communicate at once, yet
without drowning each other out. The possibility
of logging and further analysis of this material
provides an additional strength of the virtual
setting. The social context in which instruction
takes place allows for useful modifications to the
inter-personal interactions that necessarily accom-
pany learning. In a virtual setting the instructor
has the ability to shield students from negative
emotional aspects, such as inhibition, due to the
distance introduced by representation through
an avatar, while encouraging positive emotional
connections, such as interpersonal contact and
interaction with the environment.
We have provided several examples of ac-
tivities that have been designed explicitly to
take full advantage of the unique technological

and pedagogical features of SL, along with the
theoretical underpinnings of why these methods
should be effective for learning. Simply trying to
transpose an activity or lesson from a traditional
classroom to a virtual world often would be dif-
ficult and would ignore the many advantages
offered by the virtual environment. The activities
and discussions provided here can provide educa-
tors with a useful reference and starting point in
the design of educational activities that are both
feasible and theoretically justified, while also
taking full advantage of the innovative features
that are available in a virtual environment.

ACkNOWLeDgmeNT

I would like to thank David Rakowski and Susan
Berg for proofreading and their precious feedback
in creating this chapter. Further, I would like to
express my thankfulness to Dr. Thomas Thibeault
for his special gift in disseminating knowledge.
Danke!

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