Multilingual Computer Assisted Language Learning (Bilingual Education & Bilingualism, 114, Band 114) - Hardcover

Hardcover

ISBN 10: 1788921488 ISBN 13: 9781788921480

Verlag: Multilingual Matters, 2018

Inhaltsangabe

Recent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socialising, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.

Über diesen Titel

Über die Autorin bzw. den Autor

Judith Buendgens-Kosten is Professor-pro-tem in the Department of English and American Studies at Goethe University Frankfurt, Germany. Her research focuses on CALL in multilingual contexts, language learning with bi- and multilingual media, game-based language learning, multilingual practices in language learning, and dual language books.

Daniela Elsner is Professor of foreign language learning and teaching and Director of the Academy of Teacher Education and Research at Goethe University Frankfurt, Germany. Her research focuses on early language learning, bi- and multilingual practices in language learning, multiliteracies, and higher education teaching.

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Multilingual Computer Assisted Language Learning

By Judith Buendgens-Kosten, Daniela Elsner

Multilingual Matters

Copyright © 2018 Judith Buendgens-Kosten, Daniela Elsner and the authors of individual chapters
All rights reserved.

ISBN: 978-1-78892-148-0

Contents

Contributors, vii, 
Multilingual CALL: Introduction Judith Buendgens-Kosten and Daniela Elsner, xi, 
Part 1: Multiliteracies and MCALL, 
1 The Multiple Languages of Digital Communication Wolfgang Hallet, 3, 
2 Learnscaping: Creating Next-Gen Learning Environments for Pluriliteracies Growth Oliver Meyer, Do Coyle and Kevin Schuck, 18, 
Part 2: Multilingual Texts, 
3 'I like the character, weil er so richtig funny ist': Reading Story Apps in the Primary EFL Classroom Sonja Brunsmeier and Annika Kolb, 41, 
4 Awareness of Multilingual Resources: EFL Primary Students' Receptive Code-Switching during Collaborative Reading Daniela Elsner and Judith Buendgens-Kosten, 59, 
5 This is How I Say It! Discourse with Tablets among Multilingual Learners Henriette Dausend, 78, 
6 Über die Grenzen des einsprachigen Habitus: Application of Computer Assisted Language Learning through Home Language Content in Secondary Level Classrooms John Michael Alvarez, 95, 
7 Playful Plurilingualism? Exploring Language(s) with the Multilingual Serious Game MElang-E Judith Buendgens-Kosten and Daniela Elsner, 115, 
Part 3: Intercomprehension and CALL, 
8 (A) CALL for Slavic Intercomprehension: The Promotion of Minority Languages in the Modern Foreign Language Classroom Manuela Pohl, 135, 
9 When Non-Romance Languages Break the Linguistic Contract in Romance Languages Chat Rooms: Theoretical Consequences for Studies on Intercomprehension Sílvia Melo-Pfeifer, 151, 
Part 4: Multilingual Online Exchange and Telecollaboration, 
10 Developing Plurilingual Competence in the EFL Primary Classroom through Telecollaboration Euline Cutrim Schmid, 171, 
11 Advanced Language Learners as Autonomous Language Users on Facebook Antonie Alm, 191, 
Part 5: MCALL and Professional Development of Teachers, 
12 Multilingual Digital Translanguaging and Storying with New Zealand Pasifi ka Learners Rae Si'ilata, 213, 
13 The Use of Teacher Trainees' Own and Peer Videos for the Introduction of Multilingual-Sensitive Teaching Approaches in Pre-Service Teacher Training Classes Heike Niesen, 233, 
Concluding Remarks, 
Learning in Multilingually and Digitally Mediated Spaces: The MCALL Approach Gabriela Meier, 255, 
Index, 263, 

CHAPTER 1

The Multiple Languages of Digital Communication

Wolfgang Hallet

The Cultural Need to Communicate in Multiple Languages

The notion of multilingualism traditionally refers to a multiplicity of verbal languages in which individuals are proficient and which are used or co-present in discursive and social interaction. A large number of societal and cultural factors have led to a growing diversification of the languages in everyday communication and in almost all cultural domains. In light of more recent European and worldwide tendencies of a return to nation-state policies and nationalized thinking, the obvious needs to be restated: migration (forced and free) and globalization have made it almost impossible to communicate solely in the native language any longer. Jobs and employees move freely across Europe and other continents, and even smaller companies often operate globally or Europe-wide so that the world of work has clearly become multilingual. The same applies to public communication and the circulation of knowledge or content of all kind, and of popular cultural artifacts in particular. Media corporations operate globally; TV channels, the film industry, streaming portals and the world wide web in general have made it possible to communicate everything in almost any language globally, so that anyone who is proficient in the language of the content that they would like to access (a Spanish website, a French feature film or an American TV show, for example) is able to do so, no matter where they are located. The same applies to the domain of education and knowledge production. In many educational institutions, the national language is no longer the only medium of instruction and scientific knowledge; moreover, due to cultural multilingualism (as is the case in countries such as Switzerland, Northern Italy and Luxembourg) the education system as a whole is multilingual. Last but not least, people seek refuge across states and continents or decide to migrate, and people's personal lives have become more mobile. Travelling has become an almost natural part of people's private lives so that they experience the need to communicate in a foreign language in their own personal lives.

To summarize: the need to educate multilingual citizens (or 'multilingual subjects', as Claire Kramsch [2010] terms them) is not simply a pedagogically desirable goal, but it is a response to cultural developments represented by all of these processes of migratory, cultural and economic globalization and is therefore a pressing educational issue (Elsner et al., 2013: 57). However, all of the processes sketched above are not only characterized by the use of different languages, often in the same communicative or institutional context. They have also produced, or at least go hand in hand with, new ways and modes to communicate. The internet has enhanced the spread of other symbolic languages, and visual languages (diagrammatic, photographic, filmic, etc.) in particular, and communication in general has become diversified in terms of the sign systems that are routinely used. This is why this chapter argues that the concept of language needs to be extended beyond the system of linguistic signs in order to account for the large number of other symbolic languages that are used in everyday communication, and in digital environments in particular. These other symbolic languages and semiotic modes can be considered languages in their own right that engage in specific ways of making meaning, either on their own or in combination with each other and the verbal language (multimodality). In a semiotic approach, the large potential and the chances that the use of linguistic and non-linguistic sign systems offer in multilingual environments and all processes of meaning-making needs to be investigated. In such an approach, second and foreign languages are conceived of as semiotic resources and modes of meaning-making, among a large range of other semiotic modes. One of the conclusions that will be addressed concerns the need to incorporate the acquisition of other non-verbal literacies into language learning in order to equip learners with the symbolic resources that are required in multimodal and multilingual acts of communication and develop their semiotic competence, or 'symbolic power' (Kramsch, 2010: 13–14). In that sense, all language learning is almost 'naturally' bound to be 'multilingual'.

Digital Communication: From 'Language' to 'Literacies'

In the domain of teaching and learning languages, communicating content between interlocutors in given situations and interactions is the core of the use of language and of all language learning. What, then, do we do with digital types and forms of communication that are inherent to the utterance itself? Examples of such digital communicative forms are the combination of a photograph and a small story on one of the instant messaging platforms (WhatsApp, Facebook, Instagram), an explainer video on a video platform, but also an electronic...

Details zur Ausgabe

• Verlag: Multilingual Matters
• Erscheinungsdatum: 2018
• Sprache: Englisch
• ISBN 10: 1788921488
• ISBN 13: 9781788921480
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 290
• Herausgeber: Buendgens-Kosten Judith, Elsner Daniela
• Kontakt zum Hersteller: preigu GmbH & Co. KG; mail@preigu.de; ; Lengericher Landstr. 19; Osnabrück; Niedersachsen; 49078; Deutschland