ABSTRACT
Rhizomatic learning systems are characterized by openness, lack of prescription and responsiveness to students' real needs. Consequently, they are dynamic, exploratory, consultative, nomadic, supportive and, necessarily, resource-rich (both human and other resources). Because they respond to students' real needs, rhizomatic systems cannot contain a predetermined syllabus with predetermined activities beyond the setting of general objectives. Precision language education (Lian, 2016, 2018; Lian & Sangarun, 2017) is an extension of the rhizomatic paradigm as defined in Lian (2004, 2011), Lian and Moore (2014) and Lian and Pineda (2014). It addresses the solution component of students' personal learning needs/problems. Its purpose is to provide an “accurate, detailed, timely, adaptive and contextualised personalised” (Lian & Sangarun, 2017) intervention designed to alleviate, in a tailor-made fashion, the needs/problems encountered by learners of a language. This chapter will describe and develop the concepts identified above and provide concrete illustrations of the strong connection and coherence between rhizomatic learning and precision language education.
