Abstract:

The paper provides theoretical background and empirical research findings to identify the technology-supported foreign language learning at university as a tool to overcome knowledge divide that affects contemporary higher education due to novice students’ diverse social background. The phenomenon of knowledge divide in knowledge society requires a certain clarification. The skyrocketing innovations regarding information and communication technologies in the 21st century have contributed to the global knowledge society advent and development. The knowledge society grounds on fast processing, creation and dissemination of data [1]. The UNESCO report underlines that knowledge societies “are a source of human development” and stresses that freedom of expression, media and academic activities, free access to education, cultural diversity, access to information are crucial to knowledge society development [2]. Knowledge divide is related to digital divide (unequal access to digital technologies) and stems from individuals’ different opportunities regarding knowledge access that are related to social, ethnic, geographical, etc. human variables [3]. Nonetheless, eliminating the digital divide will not suffice to overcome the knowledge divide, as knowledge society requires cognitive skills training and community collaboration abilities development [4]. Besides, the human activities related to knowledge creation and sharing can not be viewed separately from the issue of language use [5]. Scholars point out the role of language training for students’ professional development [6].The above statements lead to the following research hypothesis: The technology–supported foreign language for specific purposes (LSP) training of students with different social background can be used as a tool to foster knowledge sharing and production in socially diverse learning environment in case the above LSP training focuses on students’ cognitive skills regarding information processing and sharing in a foreign language, that, in turn contributes to overcoming knowledge divide. The empirical research comprised university-based LSP pilot training. Its methodology grounded on the cloud- based learning mode that is known to be highly flexible, autonomous and extremely interactive learning environment. The pilot training outcomes have revealed that cloud-based LSP learning can be viewed as a tool to overcome knowledge divide that was obvious prior to experimental training as regards students’ subject-related competencies and foreign language skills. The training methodology, participants’ profiles, learning outcomes and their discussion will be provided in the paper.

References:
[1] Innerarity, D. (2012). Power and knowledge: The politics of the knowledge society, European Journal of Social Theory, 16(1), 3-16.
[2] Toward knowledge societies (2005) UNESCO World Report. Conder-sur-Noireau: Corlet.
[3] Eubanks, V. (2011). Digital dead end: fighting for social justice in the information age. MIT Press.
[4] Norris, P. (2001). Digital Divide: Civic Engagement, Information Poverty and the Internet Worldwide. Cambridge University Press.
[5] Diki-Kidiri, M. (2003). Le cyberespace, une chance pour la diversité linguistique?, Note prepared for the Division of Foresight, Philosophy and Human Sciences, UNESCO.
[6] Omolewa, M.(2001). The Language of Literacy. – URL: http://www.iiz-dvv.de/englisch/Publikationen/Ewb_ausgaben/55_2001/eng_Omolewa.html

Keywords:

Language and mediation skills training, cloud-based learning, knowledge divide.