Plenaariesitelmät
 

Daniel Perrin

 

Applied linguistics in a globalizing world:
The case of professional writing and the digital literacy shift

 

In cultural literacies investigated so far, the functions of writing as a distinctive mode of language use have developed and expanded from mnemotechnical to communicative and epistemic writing. Throughout this development, writing has become an increasingly focused activity: people decide to engage in writing with the intention of producing a text that helps them memorize, share, or elaborate their thoughts. With emerging digital media, however, this focused way of writing has been more and more interfered with a new, fragmentary, and incidental mode of language use we term “writing-by-the-way” (Hicks & Perrin, 2014).

In my plenary, I analyze this digital literacy shift from focused writing to writing-by-the-way. In doing so, I draw on two decades of longitudinal writing research in the workplace and large corpora of data on intercultural writing environments as well as text production strategies and practices. On a theoretical level, I combine five complementary key approaches of Applied Linguistics research into professional writing and discuss their methodological interplay. On a practical level, I explain the consequences the digital literacy shift bears for the writing practices in four increasingly globalized domains: education, translation, finance, and journalism.

Reference: Hicks, T. & D. Perrin 2014. Beyond single modes and media. In E.-M. Jakobs & D. Perrin (eds.) Handbook of writing and text production (Vol. 10).  New York et al.: De Gruyter,  231–253.

 

Daniel Perrin is Professor of Applied Linguistics, Director at Zurich University of Applied Sciences, President of the International Association of Applied Linguistics AILA, as well as Editor of the International Journal of Applied Linguistics and the de Gruyter Handbook of Applied Linguistics series. His areas of research are media linguistics, methodology of applied linguistics, text production research, and analysis of language use in professional communication. Daniel Perrin worked as a journalist and writing coach before his academic career and is still engaged in training and coaching media and communication professionals. His lecture at the symposium is entitled: Applied linguistics in a globalizing world. The case of professional writing and the digital literacy shift. Duringthe symposium, Professor Perrin will also lead a workshop on the art of communication to the general public in applied linguistics.

 
 
 

Françoise Blin

Digital literacies for language teaching and learning:
from theory to practice

 

In the last decade, foreign and second language educators have been facing growing pressures to equip language learners with critical 21st century skills — such as creativity, critical thinking, problem-solving, and collaboration and teamwork — in addition to intercultural competence and traditional language skills (Pegrum 2016). These skills increasingly entails the use of digital communication tools offering technological and social affordances (Blin 2016), which, when enacted, “allow for making meaning in new ways, enacting new identities, and doing things in news ways” (Horlescu 2017). In short, the digital tools that now mediate the way we communicate, work, learn, and socialise have given rise to emerging literacy practices. Digital literacies, which can be defined asthe individual and social skills needed to effectively interpret, manage, share and create meaning in the growing range of digital communication channels” (Dudeney, Hockly & Pegrum 2013: 2) are thus seen by many as part of the wide range of critical skills that learners need for life beyond the classroom.

In this talk, I will argue that a digital literacies framework for language teaching and learning should underpin today’s foreign/second language curriculum. Following a review of recent approaches to literacy, multiple literacies, and digital literacies (e.g., Lankshear & Nobel 2008; Cope & Kalantzis 2009; Belshaw 2012; Jones & Haffner 2012; Pegrum 2016, etc.), I will describe the DigiLanguages Portal (funded by the Irish National Forum for the Enhancement of Teaching and Learning in Higher Education) and will present the digital literacies framework that underpins it. The portal, which offers open educational resources and language teaching and learning activities in six languages, was designed to support the integration of digital literacies in the language curriculum. Some learning activities and resources for teachers will also be analysed. I will conclude with a discussion of the potential impact of the project on language and teacher education in Ireland and beyond, and with some suggestions for further research.

References:

Belshaw, D. A. J. 2012. What is 'digital literacy'? A Pragmatic investigation , Unpublished Doctoral Dissertation, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/3446/
Blin, F. 2016. The Theory of Affordance. In Learner Computer Interaction: New Insights on CALL Theories and Applications. Amsterdam: John Benjamins.
Cope, B. & M. Kalantzis 2009. “Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal, 4 (3), 164–195.
Dudeney, G., N. Hockly & M. Pegrum 2013. Digital Literacies. Harlow: Pearson Educated Limited.
Horlescu, A. 2017. Rethinking World Language Teacher Education TPACK for Integration of Digital Literacies in the Classroom. Doctoral thesis in preparation. Dublin City University.
Jones, R.H., & C.A. Hafner 2012. Understanding Digital Literacies: A Practical Introduction. London: Routledge.
Lankshear, C., & M. Knobel 2008. Introduction: Digital literacies–Concepts, Policies and Practices. In C. Lankshear & M. Knobel (eds.) Digital literacies: Concepts, policies and practices. New York: Peter Lang, 1–16
Pegrum, M. (2016). Languages and literacies for digital lives. In E. Martín-Monje, I. Elorza, & B. García Riaza (Eds.), Technology-enhanced language learning for specialized domains: Practical applications and mobility (pp.922). London: Routledge.
 
Françoise Blin is Head of the School of Applied Language and Intercultural Studies in Dublin City University (Ireland). She is the President of the European Association for Computer Assisted Language Learning (EUROCALL) and the co-editor of ReCALL, published by Cambridge University Press (until August 2017). She has been teaching French and researching the use of technology in language teaching and learning for over 30 years. Her research interests include ecological approaches to Computer Assisted Language Learning (CALL), the applications of Cultural Historical Activity Theory to CALL research and development, and digital literacies for language teaching and learning.
 
 

Heini-Marja Pakula

Näkemyksiä monikielitaitoon:
lukeminen ja kirjoittaminen monikielikasvatukse
ssa

(Views on plurilingualism: multiliteracy in plurilingual education, [given in Finnish])

Suomen kapeutuvaa kielivarantoa on pyritty rikastamaan eri tavoin, kuten herättämällä kiinnostusta ja motivaatiota eri kielten opiskeluun, mahdollistamalla useiden kielien opiskelua ja uusimpana kielenopiskelun aloitusikää varhentamalla. Tilaa uusille aloitteille ja hankkeille on edelleen.

Esitelmässäni tarkastelen mahdollisuuksia vaikuttaa yksilön monikielitaitoon (plurilingualism), erityisesti kirjallisten taitojen kehittymiseen muodollisessa kielenopetuksessa ja vieraskielisessä opetuksessa. Tarkastelen kielenopetusta yksikielisestä (analyyttinen) ja kokonaisvaltaisesta (holistinen) näkökulmasta (Cenoz 2013, 10). Muodollisen yhden kielen opetuksen eli analyyttisen lähestymistavan rinnalle on tullut holistinen kielenoppiminen, jossa kielenoppijan kaikkea kielitaitoa pidetään kielenoppimisessa hyödynnettävänä resurssina. Holistisen näkemyksen mukaisessa opetuksessa kielenoppija käyttää kaikkia kieliresurssejaan jokaisen yksittäisen kielen opiskelussa (crosslinguistic influence) tavoitteena tehokkaampi kieltenoppiminen. Kielet eivät ole rajattuina yksiköinä aivoissa, vaan yhteydessä toisiinsa,  joten ne tukevat toisiaan kielen oppimisessa ja kielenkäytössä. Tutkimus (Cenoz & Gorter 2011, Soltero-González, Escamilla  & Hopewell 2012) onkin antanut viitteitä siitä, että muun muassa yleiset kirjoittamisstrategiat voivat siirtyä kielirajojen yli (cross-linguistic influence). Kansainvälisessä tutkimuksessa koehenkilöinä on usein kaksikielisiä tai monikielisiä henkilöitä, joiden kotona  ja tai ympäristössä puhutaan kahta tai useampaa kieltä. Usein ovat kyseessä sukulaiskielet. Kotoperäisen tutkimuksen tarve on ilmeinen. On syytä selvittää, miten holistista kielenoppimista voidaan toteuttaa suomenkielisessä kielenopetuksessa, jossa opetuskielen ja opiskeltavan kielen välillä ei ole sukulaisuussuhdetta.

Lähteet:

Cenoz, J. 2013. Defining multilingualism. Annual Review of Applied Linguistics, 33, 3–18.

Cenoz, J., & D. Gorter 2011. Focus on multilingualism: A study of trilingual writing. Modern Language Journal, 95, 356–369.

Soltero-González, L., K. Escamilla & S. Hopewell 2012. Changing teachers’ perceptions about the writing abilities of emerging bilingual students: Towards a holistic bilingual perspective on writing assessment. International Journal of Bilingual Education and Bilingualism, 15, 71–94.

 
Heini-Marja Pakula on Turun yliopiston opettajankoulutuslaitoksen vieraiden kielten didaktiikan professori. Hän on vastuussa vieraiden kielten opettajien koulutuksesta ja sen kehittämisestä Turun yliopiston opettajankoulutuslaitoksen lisäksi myös Omanin englanninopettajien koulutushankkeessa. Pakulan tutkimuskohteina ovat opettajankoulutuksen ja opettajuuden lisäksi laajasti kielen oppiminen, opettaminen ja arviointi, mutta erityisesti monikielisyys ja vieraalla kielellä oppiminen (CLIL).

 

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15.9.2017
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10.–11.11.2017
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