Using Technology to Promote Advanced Foreign Language Proficiency

CALPER Summer Workshop, Penn State University
June 23-24, 2008

Steve Thorne, Penn State & Jon Reinhardt, U of Arizona

Workshop Blogs: http://uniblogs.la.psu.edu/blogs/sw2008/
Workshop Wiki: http://uniwikis.la.psu.edu/techiwiki08/HomePage
CALPER's Computer-mediated Activity Library: http://calper.la.psu.edu/cmc/library/index.php

Additional Resources

Powerpoint References

Day One Morning: The Big Context, Blogs, & Wikis

Powerpoint File: Day 1 AM

Welcome & Introductions

Group introductions:

  • What has been your most successful or unsuccessful experience with technology enhanced language learning?

Discussion: The Big Context & New Media Literacy
Using Blogs: Tech set-up & how-to w/Arlo: Workshop Blogs

Blog entry: reflect on Big Context Issues

  • "In a statistical sense, we may one day communicate with each other far more via computer mediation than in direct interaction. The effects on what counts as 'normal' language acquisition could be similarly profound." (Crystal, 2001: 241)
  • Internet an everyday information and communication tool
  • CMC tools are not proxy environments but are legitimate in their own right
  • Changes in production and consumption of text
  • Evolving on-line social and cultural formations and resources

Discussion: The Word on Blogs

Sample activity: ! Class Biographers (Dana Webber) activity description | class blogs

Discussion: The Word on Wikis

Sample activity: Alma Matters (Luke Eilderts) activity description | Wikipedia entry
Using Wikis: Tech set-up & how-to w/Arlo : Workshop Wiki: TechiWiki

TechiWiki activity: In groups of 3 to 5, di! scuss something to co-create in the wiki about Blog or Wiki u se in FLE. Work on a page that you create and link to either the BlogActivities or WikiActivities page.

  • Ideas for activities or a project using the technology
  • Ideas for variations of one of the activities in the CALPER Computer-Mediated Activity Library
  • A position statement on the use of Blogs and/or Wikis across levels of foreign language instruction

Day One Afternoon: Contexts and Uses of Computer-Mediated Communication

Powerpoint File: Day 1 PM

Follow-up discussion on Blog & TechiWiki entries

Discussion: Contexts and Uses ! of CMC: From Intra-class to Inter-community

Technologies: SCMC (chat, IM) and CMC (moodle, CMS, threaded discussion)

Sample application: The Mayor is Dead (Lisa Hundley) Case Study

Discussion: Contexts and Uses of CMC: Intercultural Communication

Sample application: The Case of Modal Particles (Nina Vyatkina)

Sample applications: Cultura (Furstenberg, Levet, & Waryn), Penn State Telecollaboration, Tandem Learning

Using CALPER's Chat tool: reflect on uses of CMC in FLE

    Intra-class interaction: whole class and small groups
    • Similar level: + volume of L, classroom culture, modality shifts
  • Inter-class interaction: within or across institutions
    • Differing levels: + near peer role models, peer editing, projects
  • International interaction: FLL as x-cultural travel
    • Mark Twain: "I was greatly discouraged..."
    • Cost-efficient access to expert speakers
    • To embed FLL in development of meaningful relationships
    • "We acquire language through a process of assimilation - more or less creative - of others' words (and not the words of a language)" (Bakhtin, 1986)
    • New linguistic repertoires afforded by interpersonal mediation (Thorne, 2003; Belz & Kinginger, 2003

TechiWiki activity: In groups of 3 to 5, discuss something to co-create in the wiki about CMC use in FLE. Work on a page that you create and link to the appropriate page .

  • Ideas for activities or a project using CMC
  • Ideas for variations of one of the chat activities in the CALPER Computer-Mediated Activity Library
  • A position statement on the use of CMC

 

Day Two Morning: Contexts and Uses of Computer-Mediated Communication

Powerpoint File: Day 2 AM

Discussion: ICFLE & T elecollaboration

Sample application: The Case of Modal Particles (Nina Vyatkina)

Discussion: Gaming: The Sims 2, Second Life, World of Warcraft

Sample application: Runescape

Discussion: Podcasting & Video

Day Two Afternoon: Remixing, Corpus & DDL, "Bridging Activities"

Powerpoint File: Day 2 PM

Discussion: Remixing and Fan Fiction

Sample application: Naruto

Discussion: Corpus-informed and Data-driven Pedagogies

Frequency listers:

Concordancers:

Application: ITAcorp project

Discussion: Bridging Activities

TechiWiki activity: In groups, pairs, or on your own, add something to the wiki about technology use in FLE. Work on a page that you create and link to the appropriate page .

  • Ideas for activities or a project
  • A position statement on the use of technology in FLE
  • Questions, comments, statements, anecdotes, experiences, etc.
TAFLP Workshop: Summer 2008 Bibliography

Using Technology to Promote Advanced Foreign Language Proficiency

Additional Resources

CALPER Summer Workshop, Penn State University
June 23-24, 2008

Powerpoint References

back to main page

The Big Picture

Blogs & Wikis

Computer-mediated Communicat! ion

Gaming

Corpus-informed pedagogy, Data-driven learning, and Bridging Activities

TAFLP Workshop: Summer 2008 Bibliography

Using Technology to Promote Advanced Foreign Language Proficiency

Powerpoint References

CALPER Summer Workshop, Penn State University
June 23-24, 2008

back to main page

Bakhtin, M. (1986). Speech genres and other late essays. Austin: University of Texas Press.

Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 455-464.

Belz, J. & Kinginger, C! . (2002). The cross-linguistic development of address form use in telecollaborative language learning: Two case studies. The Canadian Modern Language Revue/La revue canadienne des langues vivantes, 59, 189–214.

Belz, J. & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53, 591–647.

Belz, J. A., & Thorne, S. L. (eds.) (2006). Internet-Mediated Intercultural Foreign Language Education. Boston, MA: Heinle & Heinle.

Belz, J. (2002). Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6, 60–8.

Black, R. W. (2005). Access and affiliation: The literacy and composition practices of English-language learners in an online fanfiction community. Journal of Adolescent and Adult Literacy, 49(2), 118-128.

Black, R. W. (2006). Language, culture, ! and identity in online fanfiction. E-learning, 2(2), 170-184.

Black, R. W. (2007). Digital design: English language learners and reader feedback in online fanfiction. In M. Knobel & Lankshear (eds.), A new literacies sampler. Peter Lang.

Black, R.W. (2008). Adolescents and online fan fiction. New York: Peter Lang.

Blake, R. & Zyzik, E. (2003). Who’s helping whom? Learner/heritage-speakers’ networked discussions in Spanish. Applied Linguistics, 24, 519–544.

Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4, 120–136.

Brouwer, C. & Wagner, J. (2004). Developmental issues in second language conversation. Journal of Applied Linguistics, 1 (1).

Byrnes, H., & Hiram, M. (ed.)(2004). Advanced foreign language learning: A challenge to college programs. Boston: Heinle.

Byrnes, H. (ed.) 2006. Advanced language learning: The contribution of Halliday and Vygotsky. London: Con! tinuum.

Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22, 17–31.

Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press.

Csikszentmihalyi, M. (1991). Flow: The psychology of optimum experience. New York: Harper Collins.

Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The Cultura project. Language Learning & Technology, 5, 55–102.

Hanna, B. E. & de Nooy, J. (2003). A funny thing happened on the way to the forum: Electronic discussion and foreign language learning. Language Learning & Technology, 7, 71–85.

Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79, 457– 476.

Kern, R. (1998). Tech! nology, social interaction, and FL literacy. In J. A. Muyskens (Ed. ), New ways of learning and teaching: Focus on technology and foreign language education (pp. 57–92). Boston, MA: Heinle & Heinle.

Kinginger, C. (2000). Learning the pragmatics of solidarity in the networked foreign language classroom. In J. Hall & L. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 23–46). Mahwah, NJ: Erlbaum.

Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal, 90(2), 249-252.

Kramsch, C. & Thorne, S. (2002). Foreign language learning as global communicative practice. In D. Block & D. Cameron (Eds.), Language learning and teaching in the age of globalization. London: Routledge.

Lam, W. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning & Technology, 8 (3), 44-65.
Lambert, R. (2001). Updating the foreign language agenda! . Modern Language Journal, 85(3), 347-362.

Lankshear, C., & Knobel, M. (2006). New literacies: Changing knowledge and classroom learning (Second ed.). Philadelphia: Open University Press.

Leaver, B. & Shekhtman, B. (2002). Developing Professional-level Language Proficiency. Cambridge, UK: Cambridge University Press.

McCarthy, M., McCarten, J. & Sandiford, H. (2006). Touchstone. Cambridge, UK: Cambridge University Press.

Payne, S. & Whitney, P. (2002). Developing L2 Oral Proficiency Through Synchronous CMC: Output, Working Memory, and Interlanguage Development. CALICO Journal 20 (1), 7-32.

Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of communicative competence. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 59–86). Cambridge: Cambridge University Press.

Rampton, B. (2002). Ritual and foreign la! nguage practices at school. Language in Society. 31, 491-525.

Reinhardt, 2007. Directives usage by ITAs: An applied learner corpus analysis. Penn State University. Unpublished Doctoral Dissertation.

Purushotma, R. 2007. Communication 2.0. http://www.lingualgamers.com/thesis/

Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. Modern Language Journal, 87, 38–57.

Sullivan, N & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 24(4): 491-501.

Sykes, J., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education. CALICO Journal, 25(3): 528-546.

Tarone, E. & Liu, G. (1995). Situational context, variation, and second language acquisition theory. In G. Cook & B. Seidlhofer, (eds.), Principles and Practices: Studies in Honour of H. G. Widdowson (pp. 107-144). Oxford, UK: Oxford Univer! sity Press.

Thorne, S. L. (2003). Artifacts and Cultures-of-Use in Intercultural Communication. Language Learning & Technology 7(2): 38-67.

Thorne, S. L. (2000). Beyond Bounded Activity Systems: Heterogeneous Cultures in Instructional Uses of Persistent Conversation. The proceedings of the Thirty-Third Hawaii International Conference on Systems Science. New York: IEEE Press.

Thorne, S. L. (2004). Cultural Historical Activity Theory and the Object of Innovation. In O. St. John, K. van Esch, & E. Schalkwijk (eds.), New Insights into Foreign Language Learning and Teaching (pp. 51-70). Peter Lang Verlag, Frankfurt.

Thorne, S. L. (2006). Pedagogical and Praxiological Lessons from Internet-Mediated Intercultural Foreign Language Education Research. In J. A. Belz & S. L. Thorne (eds.), Internet-Mediated Intercultural Foreign Language Education (pp. 2-30). Boston, MA: Heinle & Heinle.

Thorne, S. L. (2008). Tr! anscultural communication in open Internet environments and massive ly multiplayer online games. In S. Magnan (ed.), Mediating discourse online. Amsterdam: John Benjamins.

Thorne, S., Reinhardt, J., and Golombek, P. (2008). " Mediation as Objectification in the Development of Professional Academic Discourse: A Corpus-informed Curricular Innovation". In J. Lantolf & M. Poehner (Eds.), Sociocultural Theory and the Teaching of Second Languages, 256-284. London: Equinox.

Thorne, S. L. & Reinhardt, J. (2008). “Bridging activities,” new media literacies and advanced foreign language proficiency. CALICO Journal, 25(3): 558-572.

Thorne, S. L., & Black, R. (2008). Language and literacy development in computer-mediated contexts and communities. Annual Review of Applied Linguistics, 27: 133-160.

Vyatkina, N. (2007). Development of Second Language Pragmatic Competence: the Data-Driven Teaching of German Modal Particles Based on a Learner Corpus. Penn State University! . Unpublished Doctoral Dissertation.

Vygotsky, L. (1978) Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Warschauer, M. (1996). "Comparing face-to-face and electronic discussion in the second language classroom." CALICO Journal, 13(2), 7-26.

Warschauer, M. (1997). Computer-mediated collaborative learning. Modern Language Journal, 81, 470–481.