Introduction

This chapter provides a theoretical framework for understanding the essentials of distance language learning. It is based around the notion of the learner–context interface (White 1999a) which places the individual learner's capacity to construct an effective interface with target language (TL) sources in the learning environment at the centre of distance language learning. According to this view the establishment of an effective interface between each learner and his or her learning context is the crucible for distance language learning. The notion of the learner–context interface and its role in the distance language learning process originates from learners' reflections and perspectives on the meaning of distance language learning and its unique characteristics White (1999a). It is further informed by the insights of distance language teachers and current thinking within the field.

In this chapter I begin by drawing attention to the need for complementary perspectives in conceptualising distance language learning, that is the use of models of the process which include the insights and experiences of the learners as key participants in the process. The three main dimensions of the interface-based framework – namely, the individual language learner, the context and the interface – are discussed. The remainder of the chapter brings together commentaries from distance language learners and teachers that link features of the interface to the practical realities of learning within the distance context.