Translanguaging and Digital Technologies in the Realm of Language Learning

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.

Promoting the Effectiveness of Language Teaching Through Online Academic Word Lists and Extensive Reading in the COVID-19 Pandemic

Restricted online class times and limitations of online teaching along with the emotional and psychological challenges faced by students require adequate pedagogical implementations in the COVID-19 pandemic. In line with this requirement, while academic word lists can help students to focus on prioritised vocabulary, extensive reading can create a pleasant reading environment which might motivate students in unprecedented conditions. Thus, this study aims to propose some pedagogical suggestions such as academic word lists and extensive reading which might contribute to language learning performance of students in the COVID-19 pandemic.

Blended Learning

Evolution of new technologies introduces new methods by which students can gain knowledge and professors can impart it. Each learning method offers its own distinctive advantages and disadvantages which affect students having different learning preferences and temperaments in different ways. The study aims to investigate student's attitude towards two modes of learning, namely traditional learning and e-learning and uncover the underlying factor structure governing student appraisal of such systems. The aspects of each type of learning that are attractive to students are shown. Further, the two modes of learning are compared using different statistical techniques, and the findings are used to decide whether a mixture of traditional and e-learning is indeed the way ahead.

Producing Personal Recounts Through Collaborative Tweets

This study represents a clipping of the author's thesis, and it aims to discuss the production of the genre ‘personal recounts' through collaborative tweets in a Brazilian classroom. This research investigates the online collaboration and feedback through Twitter by English students as a foreign language (EFL). Learners provided peer feedback via tweets to improve each other's personal recounts. This discussion focuses on analyzing the personal recounts production in an EFL classroom located at Universidade Federal de Minas Gerais (UFMG) in Belo Horizonte, the capital of Minas Gerais State, Brazil. Based on the research outcomes, it has been concluded that digital technologies, aligned with effective feedback and collaborative learning, helped develop EFL writing. It also encouraged learners' autonomy by establishing their effective participation in production and revision in collaboration with their classmates.

Digital Communication

The South African basic education sector has been looking at adopting technology as part of their digital pedagogy; however, progress was slow since this was an overly ambitious transformation. Schools in rural communities lack infrastructure and basic needs like electricity, piped water, and ablutions. The COVID-19 phenomenon brought about the locking down, and physical distancing has further ensured that normal operations had to cease. The educational sector had to also cease physical engagement and turn to online teaching. A qualitative research method was used for this research. This chapter focuses on how teaching practices have been adapted to digital pedagogy and barriers play in successful teaching on digital platforms. The constructivism, two-way communication model, and scaffolding to provide conceptualised this research. Therefore, as part of a future study, it would be interesting to see how basic education maintains a digital teaching presence post-COVID-19 lockdown.

Christian Majority and Muslim Minority Students in Komotini-Greece

The purpose of the study was to examine the differences or similarities in ICT use among 120 students from a Christian majority population and from a Muslim minority population, boys and girls, ranging from 7 to 18 years old, all living in the town of Komotini (located in North-Eastern Greece). This research was carried out as the two communities share the same area for living but have different social backgrounds. Thus, it was a challenge for the researcher to identify if their lifestyle differences, their culture, and tradition affect their use of ICTs. The research identified the different ways in which children negotiate technically their relation to ICT and uncovers the varied impacts of technology such as internet safety, influence of use of ICTs, addiction to the internet, parents awareness of ICT use, and surveillance of their children.

Improving Reading Comprehension of Third-Grade Students Through a Serious-Game Prototype

According to national and international assessment results, there is a serious problem regarding reading comprehension skills in Mexico, specifically global reading comprehension. Different tools and techniques have been used to try to minimize this problem. Serious games with educational purposes are a popular tool, as they are useful in developing abilities or improving learning on top of being fun to play. This chapter presents the use of a prototype of a serious game to improve global reading comprehension in children attending the third grade of primary school. The instruction design was empathizing in the design section. Through a quasi-experiment during a four-month period, the game was tested in five third-grade students. Results show a significant improvement in their global reading comprehension skill. However, as future work, and after the quarantine, a bigger sample size is required to generalize findings.

Mobile-Assisted Language Learning

Learning a second language is challenging for anyone worldwide. When trying to learn a second language in a remote area of the world or under circumstances that do not allow for face-to-face learning, it becomes even more challenging. With the invention and development of mobile devices such as phones and tablets, it becomes much easier to accomplish through mobile-assisted language learning (MALL). Mobile-assisted language learning allows for a user to learn a new language using their mobile device, which is a ubiquitous form of learning. Mobile-assisted language learning is not without risk or vulnerabilities, however. It is imperative that users receive security awareness training, so they can operate their mobile phone in a secure manner. It is also critical that the mobile phones, wireless networks, learning management systems, and computer networks are also secured against various types of viruses, malware, and attacks. Without certain security measures being installed and configured on these devices and systems, the potential for security breaches present themselves.

Creative Digital Writing

Second language writers can adapt their creative skills to acquire and reflect new knowledge with fewer sophisticated words through more contextual and inclusive language. This process is called using the poetic function of language in a second language. One way to achieve teaching the poetic function of language as part of creative writing activities to second language learners is modeling digital writing in creative and innovative forms. This research study contextualizes a digital, innovative, and culturally sensitive language learning model that will enhance digital natives' learning experience through creative digital writing practices.

Scaling for Meaning Making and Cultural Inclusivity

With the rapid growth of the global movement and technological advancements, learners are becoming more diverse than ever before. Diverse learners come from different backgrounds, including cultures, race, ethnicity, socioeconomic status, gender, language, or personality traits. These differences even increase in lecture halls and large-scale learning environments and MOOCs, which makes it difficult to accommodate the varying learners' needs. Failing to address their needs and teach inclusively may constitute a common challenge for diverse learners to understand and communicate adequately in the classrooms. To bridge the learning gap, there is a need for pedagogical transformation to ensure effective, meaningful, and inclusive learning for all. This can happen by adopting innovative pedagogies and integrating digital learning tools to calibrate different educational options and integrate multiple paths of learning to meet these variations. This chapter will present the concept of inclusive pedagogy and explore its principles in large-scale learning environments.