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Such approaches may combine the use of virtual worlds with other online and offline tools, such as 2D virtual learning environments (e.g. With the decline of second life due to increasing support for open source platforms many independent language learning grids such as English Grid and Chatterdale have emerged.Īpproaches to language education in virtual worlds Īlmost all virtual world educational projects envisage a blended learning approach whereby the language learners are exposed to a 3D virtual environment for a specific activity or time period.

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Since 2007 a series of conferences known as SLanguages have taken place, bringing together practitioners and researchers in the field of language education in Second Life for a 24-hour event to celebrate languages and cultures within the 3D virtual world. Numerous other examples are described by Molka-Danielsen & Deutschmann (2009), and Walker, Davies & Hewer (2012). NIFLAR is implemented both in Second Life and in OpenSim. Recent examples of creating sims in virtual worlds specifically for language education include VIRTLANTIS, which has been a free resource for language learners and teachers and an active community of practice since 2006, the EU-funded NIFLAR project, the EU-funded AVALON project, and the EduNation Islands, which have been set up as a community of educators aiming to provide information about and facilities for language learning and teaching.

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EUROCALL and CALICO, two leading professional associations that promote language learning with the aid of new technologies, maintain a joint Virtual Worlds Special Interest Group (VW SIG) and a headquarters in Second Life. Many professional and research organisations support virtual world language learning through their activities in Second Life. Many universities, such as Monash University, and language institutes, such as The British Council, Confucius Institute, Instituto Cervantes and the Goethe-Institut, have islands in Second Life specifically for language learning. Prior to that, teachers and students used separate applications for voice chat. By 2007, 's custom VoIP (audio communication) solution was integrated with Second Life. 2005 saw the first large-scale language school,, open its doors in Second Life. Initially perceived as another role-playing game (RPG), it began to attract the attention of language teachers. The 3D world of Second Life was launched in 2003.

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The Adobe Atmosphere software platform was also used to promote language learning in the Babel-M project (Williams & Weetman 2003). Svensson (2003) describes the Virtual Wedding Project, in which advanced students of English made use of Active Worlds as an arena for constructivist learning. Traveler included the possibility of audio communication (but not text chat) between avatars represented as disembodied heads in a three-dimensional abstract landscape. Three-dimensional virtual worlds such as Traveler and Active Worlds, both of which appeared in the 1990s, were the next important development. These early adventure games and simulations led on to MUDs (Multi-user domains) and MOOs (Multi-user domains object-oriented), which language teachers were able to exploit for teaching foreign languages and intercultural understanding (Shield 2003). Virtual worlds date back to the adventure games and simulations of the 1970s, for example Colossal Cave Adventure, a text-only simulation in which the user communicated with the computer by typing commands at the keyboard.