Recent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socialising, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.
Inhoudsopgave
Judith Buendgens-Kosten and Daniela Elsner: Multilingual CALL: Introduction
Multiliteracies and MCALL
Chapter 1. Wolfgang Hallet: The Multiple Languages of Digital Communication
Chapter 2. Oliver Meyer, Do Coyle and Kevin Schuck: Learnscaping – Creating Next-Gen Learning Environments for Pluriliteracies Growth
Multilingual Texts
Chapter 3. Sonja Brunsmeier and Annika Kolb: “I like the character, weil er so richtig funny ist” – Reading Story Apps in the Primary EFL Classroom
Chapter 4. Daniela Elsner and Judith Buendgens-Kosten: Awareness Of Multilingual Resources: EFL Primary Students’ Receptive Code-Switching During Collaborative Reading
Chapter 5. Henriette Dausend: This Is How I Say It! Discourse With Tablets among Multilingual Learners
Chapter 6. John Michael Alvarez: Über die Grenzen des einsprachigen Habitus: Application of Computer Assisted Language Learning through Home Language Content in Secondary Level Classrooms
Chapter 7. Judith Buendgens-Kosten and Daniela Elsner: Playful Plurilingualism? Exploring Language(S) With the Multilingual Serious Game Melang-E
Intercomprehension and CALL
Chapter 8. Manuela Pohl: (A) CALL For Slavic Intercomprehension: The Promotion of Minority Languages in the Modern Foreign Language Classroom
Chapter 9. Sílvia Melo-Pfeifer: When Non-Romance Languages Break the Linguistic Contract in Romance Languages Chat Rooms: Theoretical Consequences for Studies on Intercomprehension
Multilingual Online Exchange and Telecollaboration
Chapter 10. Euline Cutrim Schmid: Developing Plurilingual Competence in the EFL Primary Classroom through Telecollaboration
Chapter 11. Antonie Alm: Advanced Language Learners as Autonomous Language Users on Facebook
MCALL and Professional Development of Teachers
Chapter 12. Rae Si‘ilata: Multilingual Digital Translanguaging and Storying With New Zealand Pasifika Learners
Chapter 13. Heike Niesen: The Use of Teacher Trainees’ Own and Peer Videos for the Introduction of Multilingual-Sensitive Teaching Approaches In Pre-Service Teacher Training Classes
Concluding Remarks
Afterword: Gabriela Meier: Learning In Multilingually and Digitally Mediated Spaces: The MCALL Approach
Over de auteur
Daniela Elsner is Professor of foreign language learning and teaching and Director of the Academy of Teacher Education and Research at Goethe University Frankfurt, Germany. Her research focuses on early language learning, bi- and multilingual practices in language learning, multiliteracies, and higher education teaching.
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