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Language in the digital era : challenges and perspectives
This collected volume brings together the contributions of several humanities scholars who focus on the evolution of language in the digital era. The first part of the volume explores general aspects of humanities and linguistics in the digital environment. The second part focuses on language and translation and includes topics that discuss the digital translation policy, new technologies and specialised translation, online resources for terminology management, translation of online advertising, or subtitling. The last part of the book focuses on language teaching and learning and addresses the changes, challenges and perspectives of didactics in the age of technology. Each contribution is divided into several sections that present the state of the art and the methodology used, and discuss the results and perspectives of the authors. The book is recommended to scholars, professionals, students and anyone interested in the changes within the humanities in conjunction with technological innovation or in the ways language is adapting to the challenges of today’s digitized world. ABSTRACTING & INDEXING Language in the Digital Era. Challenges and Perspectives is covered by the following services: Baidu ScholarBarnes & NobleBayerische StaatsbibliothekBDSBoDBowker Book DataCiandoCNKI Scholar (China National Knowledge Infrastructure)DimensionsEBSCOElsevier – Scopus BooksExLibrisGoogle BooksGoogle ScholarNavigaReadCubeSemantic ScholarTDOne (TDNet)Web of Science: Book Citation IndexWorldCat (OCLC)X-MOLAdditionally, the proceedings volume is registered and indexed in the Crossref database and accessible on Amazon.
eBook
Perceptions of place‐based pedagogies in language education through the lens of K‐16 teachers
Place‐based education focuses on leveraging places, contexts, and environments to connect students meaningfully with their own communities and those they are studying. Guided by place‐based learning theory within the context of language learning, this study examined how 154 US‐based K‐16 language educators perceived place and space, and how they understood and implemented place‐based pedagogies (PBP) in their teaching practices. The study employed a mixed‐methods approach, incorporating both a 40‐question survey and semistructured interviews with five educators representing various educational tiers and institution types to investigate language teachers' perspectives on the role of place and PBP in foreign language teaching and learning. The results of this study will inform the development of innovative teaching materials on PBP in language education, bridging the gap between theory and practice.
Journal Article
Reconceptualizing the Nature of Goals and Outcomes in Language/s Education
Transformations associated with the increasing speed, scale, and complexity of mobilities, together with the information technology revolution, have changed the demography of most countries of the world and brought about accompanying social, cultural, and economic shifts (Heugh, 2013). This complex diversity has changed the very nature of communication within and across languages, in society in general, and in education. These changes in turn require a reconceptualization of our approach to language/s education in ways that recognize a diversity of goals for people from different backgrounds, people who are learning a variety of languages in diverse settings and who may be interested in developing different capabilities and achieving different outcomes. In this article, we address the reconceptualization of the goals and outcomes of learning additional languages and processes for their formulation and realization. We will make explicit the educational values that underpin our position. Recognizing the immense diversity that the learning of additional languages in diverse contexts encompasses, our consideration is necessarily conceptual. The point of departure for our discussion is communicative language teaching, the dominant paradigm for language teaching for the past 40 years. We briefly trace its historical development and provide an account of some of the conceptual and theoretical expansions since its initial formulation. In light of this expansion we then discuss goals for learning additional languages by: (a) reaffirming the multilingual character of communication and learning to communicate, focusing on the exchange of meaning, (b) (re-) inserting the importance of personal development and aesthetics, and (c) recognizing the centrality of reflectivity and reflexivity in communication and learning to communicate. We conclude with a set of principles that are intended to capture the expanded nature of goals and their rendering for the purposes of teaching and learning.
Journal Article
Review of Studies on Technology-Enhanced Language Learning and Teaching
In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.
Journal Article
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives
Language learning and teaching (LLT) materials—like teacher-created handouts, textbooks, and overhead transparencies—are central elements of language classrooms worldwide. Nonetheless, how language students and teachers actually engage with and deploy LLT materials has rarely been the focus of research. In response, this issue offers the first compilation of classroom-based studies of 'materials use' in language education and includes research on Ojibwe, Japanese, French, and English language pedagogy. In this introductory article to the special issue, we set the stage for the 7 empirical articles by offering much-needed definitions for the concepts of 'LLT materials' and 'materials use.' These definitions are based on a metasynthesis (i.e., an integrative qualitative analysis) of all of the materials used throughout the 7 empirical articles. Additionally, we explore sociomaterialism as a compelling and well-suited framework for the study of materials in use. Sociomaterialism is not a unified theory but rather a research orientation that seeks to examine connections between the social and the material world. In addition to substantively and theoretically advancing the field, all the articles of this special issue also have practical implications for language pedagogy.
Journal Article