ABSTRACT
In the case of social language learning spaces, how do linguistically challenged learners gain access to the communities? This chapter addresses this question by reporting on an ecologically oriented, ethnographic inquiry into how learners experiences, a social learning space dedicated to language learning at a large Japanese university. It provides an overview of the relevant literature drawn from the areas of community of practice, human geography and mediated discourse analysis. The chapter also addresses the issue of gaining entry into the space and the social groups that transform it into a place for learning. It discusses a thematic analysis of the data, and then addresses the question of gaining entry to the social learning space and access to the social groups on the inside. Perhaps the most important element facilitating the entry of newcomers into the social learning space was the small-sized, peer-taught classes. The chapter concludes by reflecting on the implications for practice and further inquiry.
