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Content Type: 3
Title: Technology in Pragmatics
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Naoko Taguchi is Associate Professor of Japanese and Second Language Acquisition at Carnegie Mellon University. Her research interests include pragmatics in second language acquisition, second language education, and classroom-based research.
Why is technology important in teaching pragmatics? The very nature of pragmatics tells us how technology can be a good fit in pragmatics instruction. LoCastro (2003) defines pragmatics as “the study of speaker and hearer meaning created in their joint actions that include both linguistic and non-linguistic signals in the context of socioculturally organized activities” (p.15). Given this definition, teaching pragmatics inevitably involves several key elements: interaction, functional language use, and social context. Technology gives leverage in incorporating these elements in teaching materials effectively. Technology-mediated platforms such as CMC, blogs, video conferencing, social networking, self-access online materials, and gaming in a virtual space, have been applied to pragmatics teaching with great benefit (Taguchi & Sykes, 2013). These tools have provided context-rich environment in which learners engage in electronic dialogues with their peers and practice pragmatic-oriented language use in social interaction. They have also allowed learners to simulate different participant roles and perform pragmatic functions in diverse social settings.
To give an example, Cunningham and Vyatkina (2012) used video conferencing to teach polite modal verbs and subjunctive mood in a German class in a U.S. university. They gave information about these forms via worksheet and had learners engage in web conferences with German-speaking professionals using Adobe Connect Pro. Telecollaboration here was critical because interaction with real German professionals provided space for learners to practice formal, politeness structures for authentic purposes. In another example, Takamiya and Ishihara (2013) used blogging in promoting cross-cultural understanding. Learners of Japanese in U.S.A. and Japanese college learners in Japan discussed the use of speech acts (e.g., thanking, refusals) via blogs. Learners posted their perceptions and understanding of how speech acts are preformed in Japanese. Native speaker peers responded to their inquiries and assisted their understanding of culture-specific practice.
These real-life classroom practices illustrate the benefits of technology: Technology helps connect learners with their peers across distance and facilitate cross-cultural interaction. Via synchronous and asynchronous communication, learners gain opportunities to observe and practice authentic pragmatic behavior, and receive information about sociocultural meaning behind language use. With a surge of Web 2.0 and social networking, digitally-mediated communication will hold even a greater promise in the future as a site for learning pragmatics. Similarly, gaming and virtual interaction, if structured properly by instructors, could prove as a useful alternative space where learners can practice pragmatic functions in simulated, multimodal interaction. Authenticity, interaction-rich learning environment, and contextualized language use are all important for learning pragmatics, but hard to attain in formal classrooms. Technology could be a solution to this.
Cunningham, J., & Vyatkina, N. (2012). Telecollaboration for professional purposes: Towards developing a formal register in the foreign language classroom. The Canadian Modern Language Review, 68, 422-450.
LoCastro, V. (2003). An introduction to pragmatics: Social action for language teachers. Ann Arbor, MI: The University of Michigan Press.
Taguchi, N., & Sykes, J. (2013). Technology in interlanguage pragmatics research and teaching. Amsterdam/Philadelphia: John Benjamins.
Takamiya, Y., & Ishihara, N. (2013). Blogging: Cross-cultural interaction for pragmatic development. In N. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp.185-214). Amsterdam/Philadelphia: John Benjamins.
Source: CASLS
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Content Type: 5
Title: Horizon Report: Emerging Technologies in Higher Education
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by Deborah Cooke, CASLS Online Learning Specialist
The New Media Consortium (NMC) Horizon project is an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. This year’s NMC Horizon Report identifies the integration of online, hybrid, and collaborative learning environments and the growing ubiquity of social media as fast trends driving changes in higher education over the next one to two years. The shift from students as consumers to students as creators and the rise of data-driven learning and assessment are mid-range trends expected to accelerate technology use in the next three to five years. Agile approaches to change and the evolution of online learning are long-range trends, positioned at more than five years away.
Additionally, the report identifies flipped classroom and learning analytics as technologies expected to enter mainstream use within the next year. 3D printing and games and gamification are included in the second horizon of two to three years. Quantified self and virtual assistants are seen emerging in the third horizon of four to five years.
Download a copy of the report here.
Source: CASLS
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Title: February 2014 Issue of Language Magazine
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The February issue of Language Magazine is available online at http://languagemagazine.com/?p=29728
In this issue:
Teaching Across the Board
Margarita Calderón explains why developing a whole-school approach to English learners’ academic achievement is key to Common Core implementation
Learning by Extension
Jonathan Harper explains how to build a community-based teacher-training program online
Venerable Vulnerability
Loic Bourdeau on the Modern Language Association’s 129th annual convention
Fighting for Freedom
Natasha E. Feghali believes that student autonomy requires strong leadership
Cutting to the Common Core: Changing the Playing Field
In the first installment of a two-part article, Jeff Zwiers, Susan O’Hara, and Robert Pritchard present essential shifts for teaching Common Core Standards to academic English learners
Advantages of U.S. Prep School Homestay
Staying with a family is a popular option
Global Grade School
Not only do the increasing number of international students attending secondary schools benefit from the experience, so do their local peers
Celebrate Spain’s Cultural Diversity
There’s never been a better time to take that much-anticipated study trip to Spain
Last Writes Richard Lederer says ‘Happy Valentine’s Day’
Source: Language Magazine
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Title: Book: Introducing Language and Intercultural Communication
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From http://www.routledge.com/books/details/9780415601993
Introducing Language and Intercultural Communication
By Jane Jackson
Published by Routledge
Introducing Language and Intercultural Communication is a lively and accessible introduction for undergraduates who are new to the area of intercultural communication.
Incorporating real-life examples from around the world and drawing on current research, this text argues against cultural stereotyping and instead provides students with a skill-building framework to enhance understanding of the complexities of language and intercultural communication in diverse international settings. Readers will learn to understand and become aware of power relations, positioning and the impact of social and political forces on language choice and the intercultural communication process. This text is for undergraduate students studying courses in intercultural communication for the first time.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415601993
Source: Routledge
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Title: Book: Sociocultural Theory and L2 Instructional Pragmatics
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From http://www.multilingual-matters.com/display.asp?k=9781783091393
Sociocultural Theory and L2 Instructional Pragmatics
By Rémi A. van Compernolle
Published by Multilingual Matters
The book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?k=9781783091393
Source: Multilingual Matters
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Title: Book: Multiple Perspectives on the Self in SLA
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From http://www.multilingual-matters.com/display.asp?k=9781783091348
Multiple Perspectives on the Self in SLA
By Sarah Mercer and Marion Williams
Published by Multilingual Matters
Instead of viewing different perspectives on the self as competing with each other and considering one perspective on the self as being inherently ‘better’ than another, this book takes the view that a fuller, more comprehensive picture of the self in SLA can be gained by examining and combining insights from different perspectives. This original collection of papers thus attempts to provide a thorough overview of the ways in which the self can be conceptualized in SLA contexts. The editors have brought together a diverse range of theoretical perspectives on the self to allow the reader to appreciate the insights that each approach contributes to overall understandings of the self in the domain of second language acquisition and foreign language learning.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?k=9781783091348
Source: Multilingual Matters
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Title: Call for Proposals: 39th Annual Boston University Conference on Language Development
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39th Annual Boston University Conference on Language Development
November 7-9, 2014
Keynote Speaker: Richard Aslin, University of Rochester
Plenary Speaker: Katherine Demuth, Macquarie University
CALL FOR SYMPOSIUM PROPOSALS
Proposals are being solicited for 90-minute symposia for the Boston University Conference on Language Development on any topic likely to be of broad interest to the conference attendees. The symposium format is open, but has frequently included 2-3 speakers presenting research from differing angles on a common theme.
Proposals should include a list of the participants and a specification of the format, and should name at least one organizer who will be able to work with the BUCLD organizing committee in setting up the symposium.
DEADLINE: April 15, 2014
NOTE: Submissions of abstracts for 20-minute talks and poster presentations are not being solicited at this time. The deadline for those will be 8:00 PM EST, May 15, 2014.
View the full call for proposals at http://www.bu.edu/bucld
Source: Boston University
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Title: Modern Languages Open: New Open Platform for Publication
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From http://www.modernlanguagesopen.org/index.php/mlo
Modern Languages Open (MLO) is a peer-reviewed platform for the open access publication of research from across the modern languages to a global audience. It provides
Interdisciplinarity across the modern languages and engagement with other fields from a modern languages perspective
Open Access under a CC-BY or CC-BY-NC license
Rigorous peer review pre-publication and interactivity post-publication
Rapid turnaround from submission to publication
Rewards for article reviewers
Flexibility on article length from 3,000-15,000 words
International dissemination under the imprimatur of a university press
MLO is published by Liverpool University Press in partnership with the University of Liverpool Library.
Visit the MLO website at http://www.modernlanguagesopen.org/index.php/mlo for more information.
Source: University of Liverpool
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Title: Annual Conference of the New York State Association for Bilingual Education
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37th Annual Conference of the New York State Association for Bilingual Education
“Educating our next generation of biliterate citizen”
March 6th – 8th, 2014
New York LaGuardia Airport Marriott Hotel East Elmhurst, New York
The conference will focus on providing teachers, parents, and educational leaders’ strategies and tools necessary to educate a new generation of biliterate citizens. It will offer presentations, roundtable discussions, and special sessions on current topics such as the Common Core State Standards, the NYS Seal of Biliteracy, data driven instruction, and the role of instructional leadership in ensuring quality Bilingual Education programs.
Visit the conference website to register: http://nysabe.net/index
Source: NYSABE
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Title: Southwest Conference on Language Teaching Annual Conference
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From http://www.swcolt.org/#!conference/c1o4a
SWCOLT/UFLA Joint Conference
"Reaching New Heights Through Proficiency"
April 24-26, 2014
Cliff Lodge, Snowbird, Utah
Registration is open, and the preliminary program is available for viewing. Visit the conference website at http://www.swcolt.org/#!conference/c1o4a
Source: SWCOLT
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