Although the importance of communities for social learning within self-access centers has been recognized over the last decade, there has yet been little research exploring student-managed communities in a self-access learning center (SALC). This short pilot study investigates the ways in which members identify with the community of practice (Wenger, 1998) of a student-led learning community within a university SALC. Five members of the Learning Community (LC), an English conversation community, were interviewed three times over the course of one semester about their language learning histories and their experiences in the LC. This data was analyzed inductively and subsequently categorized according to Wenger’s (2010) modes of identification – engagement, imagination, and alignment. The findings of the study indicated that members’ identification with the practice of the LC was connected to a desire for an accessible learning environment, attaining membership in an international imagined community of English users, and the ability to negotiate sociocultural norms for their own purposes. This study highlights a bidirectional relationship between the “baggage” that members bring with them and the everyday practice developed over the course of the LC’s two-year history. Additionally, the insights gained from this exploration of the LC CoP have practical implications for SALC staff aiming to cultivate and support student-led learning communities.

中文翻译：

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以语言学习者为主导的实践社区中的识别模式

尽管在过去十年中，社区对于自助中心内的社会学习的重要性已经得到认可，但在自助学习中心 (SALC) 中探索由学生管理的社区的研究还很少。这项简短的试点研究调查了成员在大学 SALC 内以学生为主导的学习社区的实践社区 (Wenger, 1998) 的认同方式。学习社区（LC）的五名成员，一个英语会话社区，在一个学期的课程中接受了三次采访，了解他们的语言学习历史和他们在 LC 的经历。这些数据经过归纳分析，随后根据 Wenger (2010) 的识别模式——参与、想象和对齐方式进行分类。研究结果表明，成员对 LC 实践的认同与对无障碍学习环境的渴望、成为国际想象中的英语用户社区的成员以及为自己的目的协商社会文化规范的能力有关。这项研究强调了成员随身携带的“行李”与 LC 两年历史过程中发展起来的日常实践之间的双向关系。此外，从对 LC CoP 的探索中获得的见解对旨在培养和支持学生主导的学习社区的 SALC 工作人员具有实际意义。以及为自己的目的协商社会文化规范的能力。这项研究强调了成员随身携带的“行李”与 LC 两年历史过程中发展起来的日常实践之间的双向关系。此外，从对 LC CoP 的探索中获得的见解对旨在培养和支持学生主导的学习社区的 SALC 工作人员具有实际意义。以及为自己的目的协商社会文化规范的能力。这项研究强调了成员随身携带的“行李”与 LC 两年历史过程中发展起来的日常实践之间的双向关系。此外，从对 LC CoP 的探索中获得的见解对旨在培养和支持学生主导的学习社区的 SALC 工作人员具有实际意义。