scholarly journals Smartphone-Based Language Practices among Refugees: Mediational Repertoires in Two Families

2020 ◽  
Vol 2 (2) ◽  
pp. 60-89
Author(s):  
Olga Artamonova ◽  
Jannis Androutsopoulos
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
Media Literacy ◽  
Social Contact ◽  
Smartphone Applications ◽  
Language Choices ◽  
Refugee Families ◽  
Wide Range ◽  
Field Notes ◽  
The Relationship

Drawing on an ethnographic pilot study carried out in a refugee residence in Hamburg in 2017/18, this paper explores the relationship between smartphone usage and multilingual repertoires among refugee families from Syria and Afghanistan who arrived in Germany since 2015. The data includes nine semi-directed interviews, in which the informants report on their media and language choices for various purposes and to various types of addressees, ethnographic field notes, and video demonstrations of smartphone usage by some of the informants. Analysis focuses on a comparison of the mediational repertoires in two families, originating in Syria and Afghanistan. We explore the relevance of various factors, such as literacy, type of social contact, and purpose of digital media use, to the informants’ linguistic choices from their repertoire. Both families rely on a wide range on languages and smartphone applications in their everyday life at the residence. In both families, mediational repertoires differ by generation. The paper also discusses sources and strategies for smartphone-based language-learning. The findings suggest that media literacy and Internet access are highly relevant to the process of social integration, including language learning, among refugees.

scholarly journals Can an Ecological, Multilingual Approach Help Us to Better Support Reunited Refugee Families in Scotland with Language Learning?

2020 ◽  
Vol 6 (2) ◽  
pp. 11-34
Author(s):  
Sarah Cox
Keyword(s):  
Language Learning ◽  
Red Cross ◽  
Policy And Practice ◽  
Family Reunion ◽  
Refugee Families ◽  
Research Findings ◽  
Integration Service ◽  
The Impact ◽  
The Relationship ◽  
Multilingual Approach

This paper seeks to explore the relationship between academic literature, policy, and practice in terms of language learning within the specific context of refugee families who have recently reunited in Glasgow through the British Red Cross Family Reunion Integration Service. The paper presents research findings from a pilot teaching study, working collaboratively with participants within their first few weeks of arriving in Scotland to explore whether an ecological, multilingual approach to language learning is effective in this context. Building on principles of translanguaging with participants using their full “linguistic repertoire” (Garcia & Kleifgen, 2010) and drawing on Norton’s construct of “investment” (2013) the paper explores key themes of empowerment and identity in the classroom. The results enable us to draw conclusions regarding the balance of power in the classroom and the impact of the recognition of refugees’ own languages within the learning process.

scholarly journals Children’s Engagement with Urban Legends: Temporality and Collective Story-sharing Through Horror Narratives

2021 ◽  
Author(s):  
◽  
Piper Biswell
Keyword(s):  
Digital Media ◽  
Oral Tradition ◽  
New Technologies ◽  
Real Life ◽  
Digital Medium ◽  
Urban Legends ◽  
Wide Range ◽  
Story Sharing ◽  
The Relationship ◽  
Personal Devices

<p>This thesis explores how children engage with horror narratives in the digital era and how this engagement has changed over the last decade. The term ‘Horror narratives’ encompasses a wide range of genre-based storytelling from urban legends, to creepypastas, to images, YouTube videos, and internet forums. It is a broad form of story-sharing that transcends physical and digital mediums. I examine the relationship between the horror narratives, the individual child, and wider group engagement in real-life and on a digital platforms, and how this has changed over the last fifteen years. Over the past twenty years children’s access to personal devices and digital media has expanded rapidly. I ask whether oral tradition has been overtaken by digital horror narratives. What does story-sharing look like in a digital medium?   Part of this paper is looking at how children’s horror narrative repertoires develop and what stories are retained and disseminated among their peers. In my childhood era the predominant form of dissemination was oral story-sharing, but during my fieldwork with young scouts I learned that children engage in a variety of media for dissemination as they now have easier access to internet communities on their personal devices. I have compared popular oral urban legends from my childhood (Click Click Slide, Drip Drip, and “Johnny, I want my liver back”) to contemporary horror narratives children engage with both in real-life and in the digital medium. My thesis also explores the relationship between young adults in their early twenties and memories of these horror narratives from their childhood, and how these memories have been impacted by nostalgia and retroactive knowledge. The major question of this thesis is how has horror storytelling changed from my childhood fifteen years ago to present time, and what have new technologies contributed to this evolution in horror narration?</p>

scholarly journals Mediation in Teletandem

2018 ◽  
Vol 22 (36) ◽  
pp. 153-177
Author(s):  
Maria Cristina Reckziegel Guedes Evangelista ◽  
Ana Cristina Biondo Salomão
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Reflective Journals ◽  
Wide Range ◽  
Collaborative Context ◽  
Brazilian Students ◽  
Collaborative Language ◽  
The Relationship ◽  
Journal Entries

The collaborative context of language learning in Teletandem (TELLES; VASSALLO 2006) involves the principles of autonomy, reciprocity and separation of languages, as well as the mediation of the partnerships (in Vygotskian terms). This article aims to discuss the formats of teletandem mediation, by focusing on the strategies used to reconcile the management of interactions (SALOMÃO 2008) through reflective journals in our specific educational context This qualitative investigation is based on the analysis of a corpus of reflective journals produced after teletandem sessions by Brazilian students and the feedback offered by the mediators. The Brazilian participants wrote journal entries after practicing teletandem with speakers of the following foreign languages: English, German, Italian, and Spanish. They address a wide range of topics, covering aspects of technology, foreign language learning, methodological issues, as well as comments on the relationship with their partners. The data suggest great potential of the journals and the feedback for participants, mediators and coordinators to evaluate specific issues of collaborative language learning in the teletandem, as well as other relevant aspects for the pedagogical supervision of the project.

scholarly journals Gamification as assessment tool in a French lesson

2021 ◽  
Vol 29 (1) ◽  
pp. 78-81
Author(s):  
Galina Kutasevich ◽  
Natalia Yakubovska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Assessment Tool ◽  
Foreign Language Learning ◽  
Assessment System ◽  
Wide Range ◽  
Key Aspects ◽  
Game Elements ◽  
First Time ◽  
The Relationship

The relevance of the research is justified by the need to study the relationship between motivation and assessment as key aspects of learning French. This interdependence presupposes the search for the latest approaches to assessment, that apart from aiming at the final outcome of learning, are also focused on the student’s development (progress). From that perspective it is particular importance to resort to gamification that provides for applying game mechanics to non-game contexts. This approach has recently become a widely-held across a wide range of industries demonstrating its potential in education. The main purpose of the scientific research is to highlight the main aspects of gamified assessment in French-as-a-foreign-language lessons. The scientific novelty of the paper is defined by in the fact that for the first time it outlined the main mechanisms of gamification as assessment tool. The author applied the method of critical analysis of the scientific sources and the method of scientific observation of the pedagogical process. Conclusions. Gamification in the context of assessment involves introducing game elements in order to make it more approachable and thereby to assure students’ engagement and motivation when conducting the assessment. Gamification as a tool can be applied to the design of innovative tasks related to assessment. It is argued that the inclusion of some aspects of the gamification technology can have a positive effect on the development of innovative assessment system. However, reasonable combination of such technologies with already existing teaching methods can be viewed as a guarantee of students’ effective formation of French competence in the process of foreign language learning.

scholarly journals Children’s Engagement with Urban Legends: Temporality and Collective Story-sharing Through Horror Narratives

2021 ◽  
Author(s):  
◽  
Piper Biswell
Keyword(s):  
Digital Media ◽  
Oral Tradition ◽  
New Technologies ◽  
Real Life ◽  
Digital Medium ◽  
Urban Legends ◽  
Wide Range ◽  
Story Sharing ◽  
The Relationship ◽  
Personal Devices

<p>This thesis explores how children engage with horror narratives in the digital era and how this engagement has changed over the last decade. The term ‘Horror narratives’ encompasses a wide range of genre-based storytelling from urban legends, to creepypastas, to images, YouTube videos, and internet forums. It is a broad form of story-sharing that transcends physical and digital mediums. I examine the relationship between the horror narratives, the individual child, and wider group engagement in real-life and on a digital platforms, and how this has changed over the last fifteen years. Over the past twenty years children’s access to personal devices and digital media has expanded rapidly. I ask whether oral tradition has been overtaken by digital horror narratives. What does story-sharing look like in a digital medium?   Part of this paper is looking at how children’s horror narrative repertoires develop and what stories are retained and disseminated among their peers. In my childhood era the predominant form of dissemination was oral story-sharing, but during my fieldwork with young scouts I learned that children engage in a variety of media for dissemination as they now have easier access to internet communities on their personal devices. I have compared popular oral urban legends from my childhood (Click Click Slide, Drip Drip, and “Johnny, I want my liver back”) to contemporary horror narratives children engage with both in real-life and in the digital medium. My thesis also explores the relationship between young adults in their early twenties and memories of these horror narratives from their childhood, and how these memories have been impacted by nostalgia and retroactive knowledge. The major question of this thesis is how has horror storytelling changed from my childhood fifteen years ago to present time, and what have new technologies contributed to this evolution in horror narration?</p>

scholarly journals EFL Learners’ Perceptions About Language Learning and Culture When Using Telecollaboration

2020 ◽  
Vol 22 (2) ◽  
pp. 95-113
Author(s):  
Natalia Ramírez-Lizcano ◽  
María Alejandra Cabrera-Tovar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Phenomenological Study ◽  
Foreign Language Learning ◽  
Cultural Exchange ◽  
Local Context ◽  
Video Recordings ◽  
Field Notes ◽  
The Relationship

This phenomenological study explores students’ perceptions about the relationship between foreign language learning and culture when using telecollaboration. Three main concerns underlie this work: the lack of studies that explore how students perceive the relationship between foreign language learning and culture in the local context, the need to explore the incidence of culture in language learning, and the role of telecollaboration in cultural exchange. Data were collected through questionnaires, focus groups, video recordings, field notes, and students’ artifacts. The findings show students’ understanding of the nature of language situated within functional and humanistic perspectives. Furthermore, participants alluded to the importance of language learning as a means to understand the scope of culture and cultural identity.

Dimensions of Digital Media Literacy and the Relationship with Social Exclusion

2012 ◽  
Vol 142 (1) ◽  
pp. 87-100 ◽  
Author(s):  
Sora Park
Keyword(s):  
Digital Media ◽  
Social Exclusion ◽  
Media Literacy ◽  
Digital Technology ◽  
Media Content ◽  
Long Term Outcomes ◽  
Third Dimension ◽  
Digital Media Literacy ◽  
The Relationship

This article has two objectives. The first is to conceptualise digital media literacy as a multi-dimensional concept by differentiating media content from media device. A broad range of skills is required to use digital media, and each dimension can be clarified by separating the device from the content. The second goal is to relate social exclusion to digital media literacy. How people use digital technology has long-term outcomes that could be either beneficial or disadvantageous. In the first part of the article, the multi-dimensional aspect of digital media literacy is discussed. Dimensions include the abilities to access, understand and create both in the area of device and content. The second part of the article discusses how social exclusion is related mostly to the third dimension of digital media literacy: the ability to create and participate.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

The Problem of Identifying and Modeling the Relationship between Monetary Factor and Inflation in the Russian Economy

2008 ◽  
pp. 61-76
Author(s):  
A. Porshakov ◽  
A. Ponomarenko
Keyword(s):  
Money Supply ◽  
Money Demand ◽  
Russian Economy ◽  
Long Run ◽  
Complex Approach ◽  
Wide Range ◽  
Long Time ◽  
The Relationship ◽  
Supply Side Factors

The role of monetary factor in generating inflationary processes in Russia has stimulated various debates in social and scientific circles for a relatively long time. The authors show that identification of the specificity of relationship between money and inflation requires a complex approach based on statistical modeling and involving a wide range of indicators relevant for the price changes in the economy. As a result a model of inflation for Russia implying the decomposition of inflation dynamics into demand-side and supply-side factors is suggested. The main conclusion drawn is that during the recent years the volume of inflationary pressures in the Russian economy has been determined by the deviation of money supply from money demand, rather than by money supply alone. At the same time, monetary factor has a long-run spread over time impact on inflation.

THE USE OF COMMUNITY LANGUAGE LEARNINGMETHOD TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko Widoyo Putro ◽  
Berlin Sibarani
Keyword(s):  
Language Learning ◽  
Secondary Data ◽  
Primary Data ◽  
Second Grade ◽  
Learning Method ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Method Improvement ◽  
Community Language

This study is aimed at improving the second grade of students’ speakingachievement by using Community Language Learning (CLL) Method. Theresearch was conducted by applying classroom action research. The subject of this study was second grade of Private Senior High School (Sekolah Menengah Atas Swasta) of Dwi Tunggal Tanjung Morawa which consisted of 31 students. To collect the data, the instruments used were primary data (SpeakingTest) and secondary data (interview sheet, observation sheet, field notes). It can be seen from the score in test I, test II and test III. In the Test I, the mean of the students’score was (64.77), in the Test II was (71.35), and the mean of the students’ score of the Test III was (80.90). Based on the interview, and observation sheet, it shows that the expression and excitement of the students got improved as well. It was found that teaching of speaking by using Community Language Learningcould significantly improve students’ speaking achievement.Key Words: Community Language Learning, Method, Improvement, Speaking Achievement

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