Colloque Lingu@num Conference

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Digital Citizenship, Digital Wilds and Language Learning & Teaching

As the Internet emerged, hopes were raised that this new technology would open up the classroom to the "real world", that it would allow to go beyond the confines of the four walls of the classroom and lead to a degree of authenticity that had never been achieved before (Rüschoff, 1997; Warschauer, 1996); an authenticity that was once considered illusory in the context of language teaching and learning.

Despite these hopes for an opening to the 'real world' beyond the classroom and authentic communication with real people, practice and research initially focused on the implementation and analysis of teletandem and telecollaboration projects allowing learning across distance (Belz, 2003; O'Dowd, 2018). While this widened the scale of the classroom, the socio-interactional context did not really change, since the interactions often remained comparable to interactions within the walls of a face-to-face classroom setting (Lamy & Zourou, 2013, p. 3).

Only in recent years there has been a greater interest in a real opening up to the world and a learning in the so-called 'digital wilds' (Sauro & Zourou, 2019), 'beyond the classroom' (Benson & Reinders, 2011; Comas-Quinn et al., 2019) or 'extramural English' (Sundqvist & Sylvén, 2016). While research initially focused on the analysis of English learners' practices on participatory fanfiction and online game sites (Black, 2008; de Freitas, 2006; Kramsch et al., 2000; Sauro, 2017; Thorne et al, 2009; Vazquez-Calvo et al., 2019), research now also includes – from a 'rewilding' perspective – the transposition of these practices and their integration into language teaching/learning (Thorne et al., 2021). 

In this context, work has been conducted, for example, on the didactic use of fanfiction practices in the context of language teaching (Brunel, 2021; Petitjean & Brunel, 2018; Sauro & Sundmark, 2016; Sauro & Thorne, 2020; Thorne et al., 2015).

Other work, closer to the aspirations emerged in the 1990s, focuses on participatory projects and tasks carried out by learners online on freely accessible websites. These tasks, which we refer to as 'real-life tasks' within the projects Babelweb, Lingu@num and e-lang / e-lang citizen projects (Caws et al., 2021; Ollivier & Project e-lang, 2018), allow learners to socially (inter-)act beyond the framework of institutional education. They have found their way into a range of different disciplines (Lammers et al., 2012; Magnifico et al., 2018), including language didactics. 

The literature on this topic highlights the multiple benefits of such tasks. They enable learners to use their target languages in natural contexts (Pasfield-Neofitou, 2011; Vazquez-Calvo et al., 2019), they help them to construct a specific identity in the language used (Hannibal Jensen, 2019; Shafirova & Cassany, 2019), and to make the transition from their role as a learner to the role of a user or even an expert in the topics covered (Sundqvist, 2019). The tasks make learners use the language in a meaningful and authentic way, the primary aim being communication, not language learning (Hannibal Jensen, 2019; Ollivier, 2010). They also involve different types of learning processes. 

Real-world tasks also play a central role in the development of multiple literacies including –  depending on the concrete task – creative or artistic dimensions (Black, 2009), plurilingual literacy, socialization competencies (Lam & Rosario-Ramos, 2009) as well as digital literacy (Bigot et al., 2021; Hannibal Jensen, 2019; Ollivier & Project e-lang, 2018).

More recently, digital literacy has been supplemented by the dimension of digital citizenship (Frau-Meigs et al., 2017). In fact, contributing to online participatory sites and projects and, more generally, communicating through digital means requires specific skills, knowledge, competencies, attitudes and a certain awareness related to citizenship. Users of languages and technologies are required to (inter-)act and take into account the rights and responsibilities associated with the values of different communities in which they are involved (Ollivier et al., 2021). Several international projects have emerged during the last years linking digital citizenship education and language learning & teaching, including DICE.lang, PENSA, e-lang citizen and Lingu@num.

Some critical voices point out tensions caused by participation in online sites and communities in formal learning settings. Magnifico et al (2018) note that the values of the communities that learners are encouraged to communicate with do not necessarily match the learners’ values, and that such participation can lead to high levels of exposure, resulting in a sense of vulnerability. Godwin-Jones (2015) mentions teachers’ uncertainty about learners’ 'unforeseeable and unstructured' uses on open platforms that do not correspond to the institutional customs. Sockett and Toffoli (Sockett, 2012; Toffoli & Sockett, 2010) also point out potential reservations on the part of the learners due to the socio-interactional context. If learners carry out activities only to meet teacher expectations, the added value of authentic interactions beyond the teacher-learner relationship is nullified.

This conference is intended to facilitate scientific exchanges on the possibilities of linking language teaching and learning with digital wilds. The benefits but also the limitations of real-world tasks will be discussed, especially – but not exclusively – in relation to language education, the development of digital literacy and/or citizenship, identity and motivation. 

Call for Papers

The conference welcomes papers related to formal, informal and non-formal language learning, irrespective of the status of the languages concerned (first language, second language, school language, foreign language, regional language, etc.). Papers on participatory online practices providing insights into language teaching and learning are also welcome.

Papers may address, but are not limited to, the following aspects

  • learning through participatory online practices
  • learning in digital wilds 
  • online games
  • didactic implementation of participatory online practices
  • real-world tasks
  • digital citizenship education and language training 
  • digital literacy education and language teaching & learning 
  • citizen science and language teaching & learning

Papers may include:

  • data-driven research

  • theoretical reflections

  • experiences from practice

Proposals

Proposals for papers must be submitted via the conference tool no later than 17 june 2022

Proposals should include the name(s) of the author(s), the institutional affiliation, a title, a 500-word abstract with a maximum of five references. 

Papers may be submitted in English, German and French. The language of the proposal will be the language of presentation (20 minutes + 10 minutes of discussion).

Proposals will be double-blind reviewed by the scientific committee.

References

Belz, J. A. (2003). From the special issue editor. Language Learning and Technology, 7(2), 2‑5. http://llt.msu.edu/vol7num2/pdf/speced.pdf 

Benson, P., & Reinders, H. (Éds.). (2011). Beyond the language classroom. Palgrave Macmillan.

Bigot, V., Ollivier, C., Soubrié, T., & Noûs, C. (2021). Littératie numérique, penser une éducation langagière ouverte sur le monde. Lidil. Revue de linguistique et de didactique des langues, 63. https://journals.openedition.org/lidil/8568 

Black, R. W. (2008). Adolescents and online fan fiction. Peter Lang.

Black, R. W. (2009). Online fan fiction, global identities, and imagination. Research in the Teaching of English, 43(4), 397‑425.

Brunel, M. (2021). Littératies numériques adolescentes et perspectives d’enseignement : Le cas de la fanfiction. Lidil. Revue de linguistique et de didactique des langues, 63, Article 63. https://doi.org/10.4000/lidil.9189 

Caws, C., Hamel, M.-J., Jeanneau, C., & Ollivier, C. (2021). Formation en langues et littératie numérique en contextes ouverts – Une approche socio-interactionnelle. Editions des archives contemporaines. https://www.archivescontemporaines.com/books/9782813003911 

Comas-Quinn, A., Beaven, A., & Sawhill, B. (Éds.). (2019). New case studies of openness in and beyond the language classroom. Research-publishing.net.

de Freitas, S. (2006). Learning in immersive worlds : A review of game-based learning. http://www.jisc.ac.uk/whatwedo/programmes/elearninginnovation/outcomes/gamingreport.aspx 

Frau-Meigs, D., O’Neill, B., Soriani, A., & Tomé, V. (2017). Digital citizenship education. Overview and new perspectives. Council of Europe Publishing; https://rm.coe.int/prems-187117-gbr-2511-digital-citizenship-literature-review-8432-web-1/168077bc6a

Godwin-Jones, R. (2015). Contributing, creating, curating : Digital literacies for language learners. Language Learning and Technology, 19(3), 8‑20. https://www.lltjournal.org/item/2913 

Hannibal Jensen, S. (2019). Language learning in the wild : A young user perspective. Language Learning and Technology, 23(1), 72‑86.

Kramsch, C., A’Ness, F., & Lam, W. S. E. (2000). Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language Learning and Technology, 4(2), 78‑104. http://www.lltjournal.org/item/2330 

Lam, W. S. E., & Rosario-Ramos, E. (2009). Multilingual literacies in transnational digitally mediated contexts : An exploratory study of immigrant teens in the United States. Language and Education, 23(2), 171‑190.

Lammers, J. C., Curwood, J. S., & Magnifico, A. M. (2012). Toward an affinity space methodology : Considerations for literacy research. English Teaching: Practice and Critique, 11(2), 44‑58. https://eric.ed.gov/?id=EJ973940 

Lamy, M.-N., & Zourou, K. (2013). Introduction. In M.-N. Lamy & K. Zourou (Éds.), Social networking for language education (p. 1‑7). Palgrave Macmillan.

Magnifico, A. M., Lammers, J. C., & Fields, D. A. (2018). Affinity spaces, literacies and classrooms : Tensions and opportunities. Literacy, 52(3), 145‑152. https://doi.org/10.1111/lit.12133 

O’Dowd, R. (2018). From telecollaboration to virtual exchange : State-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1. https://doi.org/10.14705/rpnet.2018.jve 

Ollivier, C. (2010). Ecriture collaborative en ligne : Une approche interactionnelle de la production écrite pour des apprenants acteurs sociaux et motivés. Revue Française de Linguistique Appliquée, 15(2), 121‑137. https://www.cairn.info/revue-francaise-de-linguistique-appliquee-2010-2-page-121.htm 

Ollivier, C., Jeanneau, C., Hamel, M.-J., & Caws, C. (2021). Citoyenneté numérique et didactique des langues, quels points de contacts ? Lidil. Revue de linguistique et de didactique des langues, 63. https://doi.org/10.4000/lidil.9204 

Ollivier, C., & Projet e-lang. (2018). Littératie numérique et approche socio-interactionnelle pour l’enseignement-apprentissage des langues. Editions du Conseil de l’Europe; https://www.ecml.at/Portals/1/5MTP/Ollivier/e-lang%20FR.pdf

Pasfield-Neofitou, S. (2011). Online domains of language use : Second language learners’ experiences of virtual community and foreignness. Language Learning and Technology, 15(2), 92‑108. http://www.lltjournal.org/item/2739 

Petitjean, A.-M., & Brunel, M. (2018). Quand les enseignants se risquent à la culture numérique : Quel enseignement de l’écriture littéraire ? Le français aujourd’hui, 200, 11‑18. https://www.cairn.info/revue-le-francais-aujourd-hui-2018-1-page-11.htm 

Rüschoff, B. (1997). Neue Medien als Mittel der Förderung authentischer Lerninhalte und Aufgabenstellungen im Fremdsprachenunterricht. In F.-J. Meißner (Éd.), Interaktiver Fremdsprachenunterricht : Wege zu authentischer Kommunikation. Festschrift für Ludger Schiffler zum 60. Geburtstag (p. 107‑117). Gunter Narr.

Sauro, S. (2017). Online Fan Practices and CALL. CALICO Journal, 34(2). https://doi.org/10.1558/cj.33077 

Sauro, S., & Sundmark, B. (2016). Report from Middle-Earth : Fan fiction tasks in the EFL classroom. ELT Journal, 70(4), 414‑423. https://doi.org/10.1093/elt/ccv075 

Sauro, S., & Thorne, S. L. (2020). Pedagogically mediating engagement in the wild. In V. Werner & F. Tegge (Éds.), Pop Culture in Language Education : Theory, Research, Practice (p. 228‑239). Routledge.

Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning and Technology, 23(1), 1‑7. https://doi.org/10125/44666 

Shafirova, L., & Cassany, D. (2019). Bronies learning English in the digital wild. Language Learning and Technology, 23(1), 127‑144.

Sockett, G. (2012). Le web social – La complexité au service de l’apprentissage informel de l’anglais. Alsic. Apprentissage des Langues et Systèmes d’Information et de Communication. Spécial Epal 2011, 15(2). https://doi.org/10.4000/alsic.2505 

Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning and Technology, 23(1), 87‑113. https://www.lltjournal.org/item/3098 

Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in teaching and learning : From theory and research to practice. Palgrave Macmillan.

Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in internet interest communities and online gaming. Modern Language Journal, 93(SUPPL. 1), 802‑821.

Thorne, S. L., Hellermann, J., & Jakonen, T. (2021). Rewilding Language Education : Emergent assemblages and entangled actions. The Modern Language Journal, 105(S1), 106‑125. https://doi.org/10.1111/modl.12687 

Thorne, S. L., Sauro, S., & Smith, B. (2015). Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35, 215‑233.

Toffoli, D., & Sockett, G. (2010). How non-specialist students of English practice informal learning using web 2.0 tools. ASp. La Revue Du GERAS, 58, 125‑144. https://doi.org/10.4000/asp.1851 

Vazquez-Calvo, B., Tian Zhang, L., Pascual, M., & Cassany, D. (2019). Fan translation of games, anime, and fanfiction. Language Learning and Technology, 23(1), 49‑71. https://www.lltjournal.org/item/3096 

Warschauer, M. (1996). Preface. In M. Warschauer (Éd.), Telecollaboration in foreign language learning : Proceedings of the Hawaii Symposium (p. ix). Second Language Teaching and Curriculum Center, University of Hawaii at Manoa ; Distributed by University of Hawaii Press.

 

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