Multilingual Computer Assisted Language Learning

Edited by Judith Buendgens-Kosten, Daniela Elsner

Publication date:

09 August 2018

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781788921480

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.

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

Following ‘the multilingual turn’ in SLA and bilingual education approaches, Buendgens-Kosten and Elsner argue cogently for the multicompetences of learners to be acknowledged in CALL. They coin ‘MCALL’ to foreground the pluralism that best reflects the multilingual realities of individual learners, groups and materials. These realities are further highlighted in this collection that shows the breadth of technologies, their affordances and constraints, applied to facilitate the needs and competences of different groups of language learners.