Multilingualism
Language learning, social media and multilingualism
The aim of this key dialogue is to analyse, understand and make recommendations of the essential quality of lanague learning, social media and multilingualism.
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WEBINAR
A webinar: Where languages collide: How multilingual literacy makes social media real
14 June 2011, University of Luxembourg and broadcast live
(Did you miss the webinar? watch the recording here
Media and more specifically social media exist in and through multiple languages - in keyboarding, texting, dubbing, subtitling, translating, gaming and in many other ways of media interaction. Multilingualism is key when participating in (social) media. Media literacy is build from various languages and contexts of language use.
- How do social media rely on multiple languages ?
- Is there media literacy without multilingualism ?
- How do users bridge languages and contents in multiuser contexts ?
- How does media literacy construct language identities ?
An interactive debate with two leading researchers in the area of multilingualism and media literacy will address recent findings and discuss examples collected from the multilingual audience preparing and attending the webinar.
Invited speakers
Claire Kramsch is Professor of German and Education at UC Berkeley specializing in Language and Literacy, Society and Culture. Her work include The Multilingual Subject (2009), Language Acquisition and Language Socialization: Ecological Perspectives (2002) and Redefining the Boundaries of Language Study (1996). She is the founder and editor-in-chief of the UC electronic L2 Journal.
http://german.berkeley.edu/people/showprofile.php?id=7
http://escholarship.org/uc/search?entity=uccllt_l2
Pilar Lacasa is Professor at University of Alcalá where she leads the "Culture, Technologies and New Literacies Research Group", designing new forms of educational activity settings adapted to cultural situations. Approaches involve videogames in the classrooms stressing multiple and new literacies, associated with multimodal discourses as well as multiple contexts, considered as communities of practice. Her work includes Periodistas digitales. Historias de pequeñas escritoras ([Digital journalists. Girls as writers] (2006).
http://uah-gipi.org/ingles/gipi.htm
http://mitworld.mit.edu/speaker/view/1274
The interactive debate is moderated by Gudrun Ziegler, Associate Professor at the University of Luxembourg specializing in multilingualism and learning in interaction. Her work deals with language acquisition in diversity contexts (2006), practices of reading in multilingual contexts (2008) and multilingual higher education (2011). She is a co-founder and co-editor-in-chief of the fully refereed journal for research and practice in language learning and teaching ForumSprache.
http://www.hueber.de/forum-sprache/
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EU-China Multilingualism Conference
Social networking for learning languages in Europe: a presentation to the 2011 EU-China Multilingualism Conference
http://www.2011euchinayouth.eu/
Speakers representing the network “language learning and social media : 6 key dialogues”:
Katerina Zourou, Ph.D. (University of Luxembourg),Claudia Albanese, Ph.D. student (University of Luxembourg),Mikkel Stroerup, MA (University of Luxembourg)
The 30-minute presentation in EU-China Multilingualism Conference aims to familiarize the audience with the reality of social networking (or web 2.0) use for language learning in Europe and to stimulate interaction with the public.Data are collected in the form of users’ interviews conducted in 2011 within the framework of the European network “language learning and social media: 6 key dialogues” (2010-2012).
Interviews with European and Chinese Internet users about uses and perceptions of social media will be displayed in an attractive way, aiming to document uses and to trigger reactions with the audience.
A multi-cultural approach
At the presentation, two European students with perfect mastery of Chinese, Mikkel Stroerup and Claudia Albanese, will invite the audience to link multilingualism, creativity through social networking technologies, youth issues and multiculturalism.
A Vimeo channel to be ready at the moment of the presentation and available on the Vimeo space of the European network “language learning and social media: 6 key dialogues” http://vimeo.com/ls6network
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KEY POINTS AND RECOMMENDATIONS
1. In terms of Social media and Multiple Languages?
KEY POINT: In respect of the role of multiple languages in social media, one of the main factors is multimodality. A multimodal approach focuses on the idea of meaning-making and situated practices where people communicate through mediated technologies. Multimodality offers an approach that can be applied to the prominent role of visual and other non-linguistic semiotic resources appearing on the computer screen and elsewhere. Images, colour, animated movement, writing, sound effects and speech are embedded in the meaning-making processes in the use of social media.
RECOMMENDATION:Focusing on the main concepts presented here we can focus on relevant ideas to approach multilingualism.
- SOCIAL as Participation processes
- MEDIA as related to Multimodal processes
- COMMUNICATION, when people use multiple languages and discourses
Clearly, re-thinking a multimodal approach in the use of social media can enhance a preparatory framework in terms of new literacy. Furthermore it will encourage users to make active and dynamic uses of multiple languages and discourses.
2. In terms of Media literacy in relation to Multilingualism?
KEY POINT: Literacy can be understood a tool related to a certain consciousness of specific abilities allowing people not only to communicate with others, but also to connect with the world. Furthermore, literacy is highly related to the usability of certain tools which trigger knowledge-building and dynamic participation. In addition, the notion of literacy with respect to multilingualism is fundamentally linked to the participatory framework in which media users interact with each other, participate in certain activities and create content in a wide range of contexts. Therefore, media literacy in relation to multilingualism facilitates more interactive, constructive and participatory uses of social media.
RECOMMENDATION:It should not be forgotten that media literacy together with the use of multiple languages can be a challenging issue for those advocating language learning (one target language or even several languages) through the use of various ICT. Accessibility and availability in terms of gaining media literacy are critical for educators, teachers, and learners for those who aim to empower their language learning process.
3. In terms of Languages, Content and Identity in Multi-user contexts
KEY POINT: There is a strong connection between languages and content in multi-user contexts. Mass media, in the broad sense of the term, are mediation tools to build knowledge and a starting point to build new identities. The idea of identity needs to be reconsidered when we focus on the multi-user contexts of the social media. Interesting questions are raised:
- What are the identity processes involved in social media when people interact using multiple languages?
- Are multiple literacies related to diverse identities and languages?
- How is meaning generated in virtual and real worlds?
RECOMMENDATION: Awareness of one's identity is not easy, as it is a long building process which takes place through various stages of development. Albeit not unique, adolescence often is seen as a special time in terms of construction of identity. Educators have to ensure that learners in this particular age group are familiarized with various discourses and contents in multi-user contexts of Web 2.0 era. In addition, educators should help learners to build their own identity in both the virtual and the real world, not only introducing different discourses but also raising awareness of the potential danger of “bad quality content” in multi-user contexts. Furthermore, the use of multiple languages in social media should take account of the social, historical and cultural context in which these identities are present in order to facilitate the identity construction process.