Disruptive technologies and the language classroom: a complex systems theory approach
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cham, Switzerland
Palgrave Macmillan
[2019]
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xvii, 156 Seiten Illustration |
| ISBN: | 9783030313678 |
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Datensatz im Suchindex
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| adam_text | Contents 1 Introduction 1.1 Background: Computer-Assisted Language Learning 1.2 The Disruptive Potential of New Technologies 1.3 Approach 1.4 Outline of the Book References 1 2 4 8 11 13 2 Theoretical Framework 2.1 Complex Systems Theory: System and Context 2.1.1 Complex Systems Theory 2.1.2 Complex Systems Theory and Applied Linguistics 2.2 Sociocultural Theory 2.2.1 Social Interaction 2.2.2 Tools Use and Mediation 2.3 Theory of Multimodal Communication 2.4 Conclusion References 17 23 23 25 28 29 31 33 35 35 3 Human Meaning-Making: Communication Tools and Modes and Epistemic Practices 3.1 Development of Tools and Modes of Communication 3.2 Communication Modes and Their Affordances 41 42 44 XI
ХІІ CONTENTS 3.3 Development of Learning and the Use of Particular Modes of Communication References 4 Computer-Mediated Communication and MeaningMaking in the Language Classroom: Disruptions in Learning and Teaching 4.1 4.2 Approach Changes in Interaction Patterns 4.2.1 Traditional Interaction Patterns in Language Education (Attractor 1 ) 4.2.2 Active Meaning-Making and Negotiation of Meaning by Learners Online 4.2.3 New Interlocutors and Multiple Resources 4.3 Changes in Communication 4.3.1 Communication in the Traditional Face-to-Face Language Classroom (Attractor 2) 4.3.2 Written Computer-Mediated Communication Across Space and/or Time 4.3.3 Social Presence in Online Communication 4.3.4 Multimodal Communication and Its Use in the Classroom 4.3.5 Multimodal Online Communication in Language Learning and Teaching Settings 4.4 Changes in Learners’ Positioning in Relation to the World 4.4.1 Learner and Teacher Identities in the Traditional Language Classroom (Attractor 3) 4.4.2 Constructed Identities, Imagined Communities and Online Affinity Spaces 4.4.3 Linking the Language Learner with the Larger Social World 4.4.4 Learning in the Wild A Phase Shift in Language Learning and Teaching 4.5 References 46 47 49 50 52 52 56 60 61 61 64 68 70 74 78 79 80 85 87 90 91
CONTENTS 5 6 What If? 5.1 What IfDichotomies That Have. Been Axiomatic in Certain Linguistic Theories Obscure Insights into the Nature of Language and Its Learning Rather Than Facilitate Them? 5.2 What IfApplied Linguists Should Be Seeking to Explain How Language Learners Increase Their Participation in a Second Language Community Rather Than, or in Addition to, How They Acquire the Language of the Community? 5.3 What If the Process ofLearning and the Learners Cannot Be Usefully Separated? What If Individual Routes to Acquisition/Participation No Longer Need to Be Idealized Away ? 5.4 What If Learning Is Viewed as an Open, Continually Evolving, System Rather Than a Closed One? 5.5 What If Learning a Language Is Not Only About Learning Conventions but also About Innovation and Creation ? 5.6 What If We Truly Understand That Teaching Does Not Cause Learning? 5.7 What If Language Learning Tasks Are Not Viewed as Static Frames?. What If They Are Seen Not as Providing Input but Instead as Providing Affordances? 5.8 What If Understanding Through Talk Is the Result of the Dynamics of the System?. What IfAll Aspects ofLanguage Use Are Dialogic? 5.9 What IfAbsolutist Prescriptions and Proscriptions About Teaching Are Doomed to Fail? 5.10 A New Approach to Language Learning and Teaching References Implications for Teaching and for Research 6.1 Implications for Teachers and Institutions 6.2 Implications for Educational Policy 6.3 Implicationsfor Research and for Researchers References xiii 101 102 103 104 104 105 106 106 107 108 109 109 113 114 118 120 123
xiv CONTENTS 7 Conclusion 7.1 CALL and Theory 7.2 Digital Technologies Transforming the Way We Learn References 127 128 129 131 References 133 Index 153
Although new technologies are embedded in students lives today, there is often an assumption that their use is transparent, inconsequential, or a distraction. This book combines complex systems theory with sociocultural theory and the multimodal theory of communication, providing an innovative theoretical framework to examine how communication and meaning-making in the language classroom have developed over time, how technology impacts on meaningmaking, and what the implications are for learners, teachers, institutions and policy makers. Recent studies provide evidence for the disruptive effect of technology which has resulted in a phase shift that is reshaping language education by creating new interaction patterns, allowing for multimodal communication, and introducing real-world communication into the classroom. The book proposes ways of responding to this shift before concluding that the new technologies are radically transforming the way we learn, it is likely to appeal to a range of readers, including students, academics, teachers and policy-makers.
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| adam_txt |
Contents 1 Introduction 1.1 Background: Computer-Assisted Language Learning 1.2 The Disruptive Potential of New Technologies 1.3 Approach 1.4 Outline of the Book References 1 2 4 8 11 13 2 Theoretical Framework 2.1 Complex Systems Theory: System and Context 2.1.1 Complex Systems Theory 2.1.2 Complex Systems Theory and Applied Linguistics 2.2 Sociocultural Theory 2.2.1 Social Interaction 2.2.2 Tools Use and Mediation 2.3 Theory of Multimodal Communication 2.4 Conclusion References 17 23 23 25 28 29 31 33 35 35 3 Human Meaning-Making: Communication Tools and Modes and Epistemic Practices 3.1 Development of Tools and Modes of Communication 3.2 Communication Modes and Their Affordances 41 42 44 XI
ХІІ CONTENTS 3.3 Development of Learning and the Use of Particular Modes of Communication References 4 Computer-Mediated Communication and MeaningMaking in the Language Classroom: Disruptions in Learning and Teaching 4.1 4.2 Approach Changes in Interaction Patterns 4.2.1 Traditional Interaction Patterns in Language Education (Attractor 1 ) 4.2.2 Active Meaning-Making and Negotiation of Meaning by Learners Online 4.2.3 New Interlocutors and Multiple Resources 4.3 Changes in Communication 4.3.1 Communication in the Traditional Face-to-Face Language Classroom (Attractor 2) 4.3.2 Written Computer-Mediated Communication Across Space and/or Time 4.3.3 Social Presence in Online Communication 4.3.4 Multimodal Communication and Its Use in the Classroom 4.3.5 Multimodal Online Communication in Language Learning and Teaching Settings 4.4 Changes in Learners’ Positioning in Relation to the World 4.4.1 Learner and Teacher Identities in the Traditional Language Classroom (Attractor 3) 4.4.2 Constructed Identities, Imagined Communities and Online Affinity Spaces 4.4.3 Linking the Language Learner with the Larger Social World 4.4.4 Learning in the Wild A Phase Shift in Language Learning and Teaching 4.5 References 46 47 49 50 52 52 56 60 61 61 64 68 70 74 78 79 80 85 87 90 91
CONTENTS 5 6 What If? 5.1 What IfDichotomies That Have. Been Axiomatic in Certain Linguistic Theories Obscure Insights into the Nature of Language and Its Learning Rather Than Facilitate Them? 5.2 What IfApplied Linguists Should Be Seeking to Explain How Language Learners Increase Their Participation in a Second Language Community Rather Than, or in Addition to, How They Acquire the Language of the Community? 5.3 What If the Process ofLearning and the Learners Cannot Be Usefully Separated? What If Individual Routes to Acquisition/Participation No Longer Need to Be Idealized Away ? 5.4 What If Learning Is Viewed as an Open, Continually Evolving, System Rather Than a Closed One? 5.5 What If Learning a Language Is Not Only About Learning Conventions but also About Innovation and Creation ? 5.6 What If We Truly Understand That Teaching Does Not Cause Learning? 5.7 What If Language Learning Tasks Are Not Viewed as Static Frames?. What If They Are Seen Not as Providing Input but Instead as Providing Affordances? 5.8 What If Understanding Through Talk Is the Result of the Dynamics of the System?. What IfAll Aspects ofLanguage Use Are Dialogic? 5.9 What IfAbsolutist Prescriptions and Proscriptions About Teaching Are Doomed to Fail? 5.10 A New Approach to Language Learning and Teaching References Implications for Teaching and for Research 6.1 Implications for Teachers and Institutions 6.2 Implications for Educational Policy 6.3 Implicationsfor Research and for Researchers References xiii 101 102 103 104 104 105 106 106 107 108 109 109 113 114 118 120 123
xiv CONTENTS 7 Conclusion 7.1 CALL and Theory 7.2 Digital Technologies Transforming the Way We Learn References 127 128 129 131 References 133 Index 153
Although new technologies are embedded in students' lives today, there is often an assumption that their use is transparent, inconsequential, or a distraction. This book combines complex systems theory with sociocultural theory and the multimodal theory of communication, providing an innovative theoretical framework to examine how communication and meaning-making in the language classroom have developed over time, how technology impacts on meaningmaking, and what the implications are for learners, teachers, institutions and policy makers. Recent studies provide evidence for the disruptive effect of technology which has resulted in a phase shift that is reshaping language education by creating new interaction patterns, allowing for multimodal communication, and introducing real-world communication into the classroom. The book proposes ways of responding to this shift before concluding that the new technologies are radically transforming the way we learn, it is likely to appeal to a range of readers, including students, academics, teachers and policy-makers. |
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| spelling | Hampel, Regine 1961- Verfasser (DE-588)107270286X aut Disruptive technologies and the language classroom a complex systems theory approach Regine Hampel Cham, Switzerland Palgrave Macmillan [2019] © 2019 xvii, 156 Seiten Illustration txt rdacontent n rdamedia nc rdacarrier Neue Medien (DE-588)4196910-8 gnd rswk-swf Unterrichtstechnologie (DE-588)4078641-9 gnd rswk-swf Sprachunterricht (DE-588)4056505-1 gnd rswk-swf Unterrichtstechnologie (DE-588)4078641-9 s Neue Medien (DE-588)4196910-8 s Sprachunterricht (DE-588)4056505-1 s DE-604 Erscheint auch als Online-Ausgabe 978-3-030-31368-5 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032332295&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032332295&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
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| title | Disruptive technologies and the language classroom a complex systems theory approach |
| title_auth | Disruptive technologies and the language classroom a complex systems theory approach |
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| title_full | Disruptive technologies and the language classroom a complex systems theory approach Regine Hampel |
| title_fullStr | Disruptive technologies and the language classroom a complex systems theory approach Regine Hampel |
| title_full_unstemmed | Disruptive technologies and the language classroom a complex systems theory approach Regine Hampel |
| title_short | Disruptive technologies and the language classroom |
| title_sort | disruptive technologies and the language classroom a complex systems theory approach |
| title_sub | a complex systems theory approach |
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