Studies in Self-Access Learning Journal (Jun 2016)
Exaptating Students’ Social Networks as Affinity Spaces for Teaching and Learning
Abstract
Students’ social networks can become exapted (Johnson, 2010) for the purpose of increasing language learning, or any other kind of learning, as well as the promotion of well-being, through what Murphey (2014) calls the well becoming through teaching (WBTT) hypothesis. The WBTT paradigm holds that people not only learn better when teaching others, but approach and maintain their well-being in wider social networks outside the classroom. The present study explored the impact of WBTT-based activities conducted within students’ social networks on their language learning and well-being. The data were collected for 6 years (2010-2015) from students’ action logging and case studies. Language students taking Murphey’s English classes were asked to self-report their experiences and to write reflections after their WBTT-based activities. The qualitative data indicated that both the students in the teaching role and the people who received their lessons deepened their understanding of both the content (message) and form (target language), forming affinity spaces in different social contexts both in and out of class. Most importantly, it was recognized that both groups of people were able to experience exciting learning or teaching rushes through the engagement in the activities.
