Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom

2021 ◽  
Vol 0 (0) ◽  
pp. 245-249
Author(s):  
Christian Ludwig
Keyword(s):  
Language Learning ◽  
Digital Technologies ◽  
Flipped Instruction

scholarly journals Identity, language learning, and social change

2011 ◽  
Vol 44 (4) ◽  
pp. 412-446 ◽  
Author(s):  
Bonny Norton ◽  
Kelleen Toohey
Keyword(s):  
Social Change ◽  
Language Learning ◽  
Language Learners ◽  
Digital Technologies ◽  
Review Article ◽  
Gender And Sexuality ◽  
Imagined Communities ◽  
Learning And Teaching ◽  
Language Identity ◽  
The World

In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs ofinvestmentandimagined communities/imagined identities(Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

Online Language Learning

2020 ◽  
pp. 140-159
Author(s):  
Anastasia Olga Tzirides
Keyword(s):  
Social Networks ◽  
Language Learning ◽  
Learning Process ◽  
Linguistic Diversity ◽  
Human Mobility ◽  
Digital Technologies ◽  
Learning Management Systems ◽  
Learning Tools ◽  
Online Language Learning ◽  
Digital Learners

This chapter addresses two forces in contemporary societies. The first is that societies today are characterized by cultural and linguistic diversity and increasing human mobility. In this complex setting, language learning has acquired more significance, with the need to communicate worldwide. Secondly, our society is experiencing dramatic technological advancements, one of which pertains to online learning. In this era of ubiquitous learning, where the use of learning management systems, mobile applications, social networks, and other digital technologies can underpin learning, it is necessary to re-address language learning. This overview will categorize the types of online language learning tools and practices that are emerging and prevalent and it will analyze their instructional approaches in the use of the technology. Ιt will also focus on the digital learners that access them having as an ultimate goal to understand the characteristics and needs of the contemporary global, multilingual, and digital learners and how these can be addressed in the learning process.

Translanguaging and Digital Technologies in the Realm of Language Learning

2021 ◽  
pp. 137-148
Author(s):  
Anastasia Olga Tzirides
Keyword(s):  
Language Learning ◽  
Digital Technologies ◽  
Educational Practice ◽  
Digital Tools ◽  
Primary Language ◽  
Pedagogical Approach ◽  
Definition Of ◽  
Globalized World ◽  
The Way

In the globalized world that we live in, people communicate by using not only their primary language, but all the languages they know complemented by the use of multimodal elements, like images, videos, emoticons, memes, and more. This idea of using the whole linguistic and semiotic repertoire for communication is called translanguaging. This chapter focuses on the notion of translanguaging and explores its implementation in relation to digital tools. It offers an evolution of the definition of translanguaging, and it continues by analyzing it as a theoretical and pedagogical approach. It also explores, based on the literature, the way that translanguaging can be practically implemented in educational practice and in combination with digital technologies. This chapter provides cases and examples of digital translanguaging, and it concludes by determining the gaps in the literature and the potential future steps in this area.

scholarly journals Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

2018 ◽  
Vol 8 (3) ◽  
pp. 73-90 ◽  
Author(s):  
Jessica Sampurna ◽  
Agnes Kukulska-Hulme ◽  
Ursula Stickler
Keyword(s):  
Content Analysis ◽  
Web 2.0 ◽  
Language Learning ◽  
Digital Technologies ◽  
Project Based Learning ◽  
English Learning ◽  
Educational Context ◽  
Online Data ◽  
Web 2.0 Tools ◽  
Google Docs

This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.

scholarly journals THE IMPACT OF MERGING THE USE OF DIGITAL TECHNOLOGIES AND AUTHENTIC MATERIAL TO LANGUAGE LEARNING

2020 ◽  
Author(s):  
Keyman Fuat ◽  
Sherry Malbert
Keyword(s):  
Language Learning ◽  
Primary Schools ◽  
Digital Technologies ◽  
Cultural Backgrounds ◽  
Authentic Materials ◽  
Authentic Material ◽  
Language Groups ◽  
Development Of Language ◽  
The Impact

The impact of merging the use of digital technologies and authentic material to language learning has received great attention. This article offers new insights in EFL into these possibilities. A case study was developed to investigate the role that learning pedagogies might play in supporting the development of language learning. The participants involved in this study were students at EFL classrooms at primary schools. From a range of different cultural backgrounds and language groups, the students participated in the lessons. The study examines the impact and effectiveness for developing additional languages and further work has focused on the affordances of digital technologies and authentic materials. Keywords: Digital technology, Authentic material, English as a Foreign Language (EFL).

scholarly journals The Application Of A Flexible Learning Model To Enhance Engagement With Digital Technologies And Augmented Reality In Language Learning

2020 ◽  
Vol 8 (1) ◽  
pp. 15-21
Author(s):  
John Raymond Bostock
Keyword(s):  
Second Language Acquisition ◽  
Augmented Reality ◽  
Language Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Learning Model ◽  
Pedagogical Issues ◽  
Flexible Learning ◽  
The Impact

Digital Technologies (DT) including Augmented Reality (AR) provide advantages for educational provision in terms of flexible access and enhanced presentation of materials. They also continue to proffer a formidable yet exciting challenge to established teaching and learning practices. In this paper an attempt is made to research the impact of using DT and AR activities on the experiences of students who are learning modern languages generally and Spanish specifically in one tertiary Institution. Didactic methods of teaching have been superseded by the adoption of student centred learning, i.e. a collaborative and interactive learning style where the teacher is the planner, sequencer and facilitator who guides the students in achieving their learning objectives. Teacher centred, or didactic methods may have their advantages particularly when delivering explanations but can be over used and do not generally allow for active student involvement or an opportunity to use the ideas being taught. It is suggested in this study that in order to gain the maximum benefit from the use of DT and AR, there are specific curriculum and pedagogical issues to be addressed. A more focused understanding and approach is enabled by the use of the flexible learning model particularly with regard to how students learn, the role of the lecturer, the planning and development of course materials and the accessibility and reliability of both software and hardware. In addition, a review of the theories of Second Language Acquisition also provides a sound basis for researching language learning and appropriate pedagogies. Language teaching continues to adapt, respond and challenge traditional teaching and learning styles and recommendations for successful integration of DT and AR are suggested.

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