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.

Digitaler Stil

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Mario Carpo
Keyword(s):  
Digital Technologies ◽  
Digital Fabrication ◽  
Digital Tools ◽  
Digitale Technologien ◽  
The Way

"In der Architektur kamen digitale Werkzeuge bereits frühzeitig zur Anwendung. Seit den frühen 1990er Jahren bereiteten digitale Entwurfstheorien dem digital turn den Weg und nahmen ihn oftmals vorweg. Im Mainstream angekommen, scheinen digitale Technologien nun einen neuen und umfassenden Stil der digitalen Fabrikation zu fördern – allerdings keinen, den die Architekten im Sinn hatten und keinen, der allen Architekten gefallen dürfte. </br></br>In architecture digital tools began to be used relatively early. Since the early 1990s, theories of digital sketching prepared the way for the and even anticipated it in some cases. Having moved mainstream, the most recent digital technologies seem to foster a new and comprehensive style of digital fabrication – albeit none that the architects would have had in mind, nor one that would please all architects. "

scholarly journals A Manifesto for an Introspective Digital Archaeology

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Jeremy Huggett
Keyword(s):  
Digital Technologies ◽  
Digital Tools ◽  
Grand Challenge ◽  
The Past ◽  
Digital Archaeology ◽  
Archaeological Knowledge ◽  
And Storage ◽  
The Way

AbstractThis paper presents a grand challenge for Digital Archaeology of a different kind: it is not technical in and of itself, it does not seek out technological solutions for archaeological problems, it does not propose new digital tools or digital methodologies as such. Instead, it proposes a broader challenge, one which addresses the very stuff of archaeology: an understanding of how digital technologies influence and alter our relationships with data, from their creation and storage ultimately through to the construction of archaeological knowledge. It argues that currently this area is under-theorised, under-represented, and under-valued, yet it is increasingly fundamental to the way in which we arrive at an understanding of the past.

scholarly journals IS IT POSSIBLE TO DEVELOP ENTREPRENEURSHIP AT SCHOOL?

2021 ◽  
pp. 98-112
Author(s):  
Marzanna Farnicka ◽  
Inetta Nowosad
Keyword(s):  
Organizational Climate ◽  
Culturally Relevant Pedagogy ◽  
Adult Life ◽  
Educational Practice ◽  
Institutional Development ◽  
Individual Development ◽  
Organizational Feature ◽  
Definition Of ◽  
Relevant Pedagogy ◽  
The Way

Entrepreneurship will make it possible for young people to adapt to the employment market and participate in not only professional but also social and personal adult life effectively and satisfactorily. This article aimed to emphasize the way of developing entrepreneurship in the educational practice. The base of reflection as Culturally Relevant Pedagogy and Karney’s definition of entrepreneurship. These approaches may open schools as environments for the coordination of all processes hidden in their culture on the way to effectiveness. The category of entrepreneurship understood as a personal and organizational feature, an attitude, an activity mode, and a path of individual and institutional development were considered. When introducing challenges connected with the development of Entrepreneurship, some tools were described which make it possible to evaluate the changes taking place in the didactic process. This means that reflection on the process of development of must appears in various implementation spaces. It would be observable both at the level of individual development (students’ and teachers’ competencies), about activities undertaken within an organization, as well as changes in organizational climate and overall educational environment.

OLDER PEOPLE'S DIGITAL LIVES

2020 ◽  
Author(s):  
Diana Bossio ◽  
Anette Grønning ◽  
Earvin Cabalquinto ◽  
Esther Milne ◽  
Max Schleser ◽  
...  
Keyword(s):  
Older People ◽  
Conceptual Framework ◽  
Social Life ◽  
Cultural Context ◽  
Internet Use ◽  
Digital Communication ◽  
Digital Technologies ◽  
Digital Tools ◽  
Communication Tools ◽  
The Way

Drawing from a conceptual framework that problematises and redefines the digital lives of older people aged 65 years and over, this panel explores how older people engage with digital communication tools and skills, and the way this plays out in their everyday lives. Each paper situates older people as experiencing a rich social life integrated with digital technologies and understood in terms of multi-faceted disparities in internet use, skills and modes of digital participation. How older people’s digital lives are negotiated and developed, and the particular frustrations and barriers to their digital participation, are situated as particular to their cultural context for use of communication tools. This panel thus contributes new understanding of how older people’s digital lives are emerging, moving away from simplistic descriptions of skills, to the multi-faceted and complex negotiations occurring when older people make decisions about connecting with digital tools.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

scholarly journals What is a firm? A reply to Jean-Philippe Robé

2021 ◽  
pp. 1-11
Author(s):  
Simon Deakin ◽  
David Gindis ◽  
Geoffrey M. Hodgson
Keyword(s):  
Theory Of The Firm ◽  
Recent Book ◽  
Everyday Language ◽  
Modern Capitalism ◽  
Legal Foundations ◽  
Common Parlance ◽  
The Law ◽  
Business Entities ◽  
Definition Of ◽  
The Way

Abstract In his recent book on Property, Power and Politics, Jean-Philippe Robé makes a strong case for the need to understand the legal foundations of modern capitalism. He also insists that it is important to distinguish between firms and corporations. We agree. But Robé criticizes our definition of firms in terms of legally recognized capacities on the grounds that it does not take the distinction seriously enough. He argues that firms are not legally recognized as such, as the law only knows corporations. This argument, which is capable of different interpretations, leads to the bizarre result that corporations are not firms. Using etymological and other evidence, we show that firms are treated as legally constituted business entities in both common parlance and legal discourse. The way the law defines firms and corporations, while the product of a discourse which is in many ways distinct from everyday language, has such profound implications for the way firms operate in practice that no institutional theory of the firm worthy of the name can afford to ignore it.

scholarly journals Literature review on business prototypes for digital platform

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Shrutika Mishra ◽  
A. R. Tripathi
Keyword(s):  
Literature Review ◽  
Business Model ◽  
Business Models ◽  
Digital Technologies ◽  
Digital Platform ◽  
New Business ◽  
Start Ups ◽  
The Way

Abstract In today’s world, many digitally enabled start-ups are budding all over the globe because of the fast enhancement in digital technologies. For the establishment of new business, it is necessary to adopt a proper business model which needs to define the way in which the company will provide values and the ways in which the customers can pay for their services. This paper aims to study the various business models being used in today’s marketplace and to provide a better understanding for these business models by having an insight on the attributes.

scholarly journals Bringing the Virus Back Home: Media Representations of Ukrainian Labour Migrants in a Time of Pandemic

2021 ◽  
pp. 088832542110187
Author(s):  
Alexander Tymczuk
Keyword(s):  
Spatial Organization ◽  
Frame Analysis ◽  
Media Representations ◽  
Potential Danger ◽  
Economic Resource ◽  
Clear Cut ◽  
And Control ◽  
Globalized World ◽  
The Way

In a globalized world where mobility and movement is at its essence, the movement of viruses paradoxically causes a preoccupation with boundaries, containment, and control over borders, and thus keeping the “dangerous” outside separated from the “safe” inside. Through a qualitative thematic and frame analysis of news articles published on 12 Ukrainian news sites, I found that Ukrainian labour migrants conceptually constitute a challenge to such a clear-cut spatial organization in a time of a pandemic. Labour migrants are part of the national “we,” but their presence in the dangerous outside excludes them from the “imagined immunity.” This ambiguity is evident in the way labour migrants were portrayed during the first months of the outbreak in Ukraine. Initially, Ukrainian labour migrants were depicted as a potential danger, and then blamed for bringing the virus back home. However, the framing of the labour migrants as a danger is only part of the story, and the image of a scapegoat was eventually replaced with images of an economic resource and a victim. Thus, Ukrainian labour migrants have been the object of vilification, heroization, as well as empathy during the various phases of the outbreak. I would argue that these shifting frames are connected to the ambiguous conceptualization of Ukrainian labour migrants in general.

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

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