While digital gameplaying is increasingly recognized for its potential for language learning, its use among English as a foreign language (EFL) teachers in both leisure and pedagogical contexts is comparatively meagre. Assumptions regarding the appropriate nature of schooling on the one hand and appropriate leisure pursuits on the other mediate beliefs about digital gaming to generate skepticism of gameplaying among many educators. Their devaluation of digital game-based language learning (DGBLL) has implications for language learning, not just in terms of skills and attitudes, but in regard to the development of linguistic capital. The purpose of this article is to use the concept of habitus to examine the reasons why educators marginalize DGBLL and the implications of such pedagogic decisions on the development of linguistic capital. Given the emergent empirical base, this contribution adopts a theoretical approach to contextualize observed trends. The article concludes by discussing the importance of teacher-mediated DGBLL for reasons of access and equity before recommending ways of integrating DGBLL to achieve these goals.
{"title":"Playing By Their Rules: Why Issues of Capital (Should) Influence Digital Game-Based Language Learning in Schools","authors":"Carolyn Blume","doi":"10.1558/CJ.35099","DOIUrl":"https://doi.org/10.1558/CJ.35099","url":null,"abstract":"While digital gameplaying is increasingly recognized for its potential for language learning, its use among English as a foreign language (EFL) teachers in both leisure and pedagogical contexts is comparatively meagre. Assumptions regarding the appropriate nature of schooling on the one hand and appropriate leisure pursuits on the other mediate beliefs about digital gaming to generate skepticism of gameplaying among many educators. Their devaluation of digital game-based language learning (DGBLL) has implications for language learning, not just in terms of skills and attitudes, but in regard to the development of linguistic capital. The purpose of this article is to use the concept of habitus to examine the reasons why educators marginalize DGBLL and the implications of such pedagogic decisions on the development of linguistic capital. Given the emergent empirical base, this contribution adopts a theoretical approach to contextualize observed trends. The article concludes by discussing the importance of teacher-mediated DGBLL for reasons of access and equity before recommending ways of integrating DGBLL to achieve these goals.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"51 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90048896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite its numerous benefits and potentialities for language learning and teaching, digital technology can also play a role in creating and maintaining inequality (Kern, 2014; Selwyn, 2013). While critical CALL often focuses on micro-level issues and contexts, macro-level perspectives, including discourses, are also essential to consider (Helm, 2015): From ecological and language-as-discourse perspectives, macro-level discourses have the potential to impact and shape CALL practices and contexts (Blin, 2016; Blommaert, 2005). Using critical discourse analysis methods (Blommaert, 2005; Fairclough, 2001), this article takes the 2017 American Academy of Arts and Sciences (AAAS) report, "America's Languages: Investing in Language Education for the 21st Century," as a window into macro-level discourses of language and technology in American society today. Findings reveal a series of interrelated frames and scales that, taken together, suggest a neoliberal discourse that positioned language, technology, and ultimately CALL as tools to enhance national competitiveness on a global marketplace. The article concludes with implications of these findings for the CALL field.
{"title":"A Critical Look at the Bigger Picture: Macro-Level Discourses of Language and Technology in the United States","authors":"Emily A. Hellmich","doi":"10.1558/CJ.35022","DOIUrl":"https://doi.org/10.1558/CJ.35022","url":null,"abstract":"Despite its numerous benefits and potentialities for language learning and teaching, digital technology can also play a role in creating and maintaining inequality (Kern, 2014; Selwyn, 2013). While critical CALL often focuses on micro-level issues and contexts, macro-level perspectives, including discourses, are also essential to consider (Helm, 2015): From ecological and language-as-discourse perspectives, macro-level discourses have the potential to impact and shape CALL practices and contexts (Blin, 2016; Blommaert, 2005). Using critical discourse analysis methods (Blommaert, 2005; Fairclough, 2001), this article takes the 2017 American Academy of Arts and Sciences (AAAS) report, \"America's Languages: Investing in Language Education for the 21st Century,\" as a window into macro-level discourses of language and technology in American society today. Findings reveal a series of interrelated frames and scales that, taken together, suggest a neoliberal discourse that positioned language, technology, and ultimately CALL as tools to enhance national competitiveness on a global marketplace. The article concludes with implications of these findings for the CALL field.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"98 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83592444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past 20 years, there have been marked changes in the ways that technology has been used for language learning and teaching. As a result of emerging technologies and their pedagogical applications in the field of applied linguistics, studies in computer-assisted language learning (CALL) have grown exponentially in number and scope. As movement toward integrative CALL, where technological implantation “in every classroom, on every desk, in every bag” (Bax, 2003, p. 21) surely still varies by context, more attention must be paid to the role of CALL in (re)producing issues of power, ideology, and injustice. In light of the affordances that technology provides, including potential access to “open” and “free” tools for language learning (e.g., MOOCs), a small body of critical CALL research has developed (Helm, Bradley, Guarda, & Thouësny, 2015). Critical CALL draws attention to how such resources can work to ameliorate or, in some cases, exacerbate problems of discrimination, marginalization, and inequity (Andrejevic, 2007; Menezes de Souza, 2015). As Ortega (2005) contends, the cornerstones of any scientific paradigm must not only include ontology, epistemology, and methodology, but also axiology; that is, CALL researchers must seek to ask ourselves the question: Who is our research serving? More recently, Ortega (2017) has argued that
{"title":"Promoting Social Justice With CALL","authors":"Jesse Gleason, Ruslan Suvorov","doi":"10.1558/CJ.37162","DOIUrl":"https://doi.org/10.1558/CJ.37162","url":null,"abstract":"Over the past 20 years, there have been marked changes in the ways that technology has been used for language learning and teaching. As a result of emerging technologies and their pedagogical applications in the field of applied linguistics, studies in computer-assisted language learning (CALL) have grown exponentially in number and scope. As movement toward integrative CALL, where technological implantation “in every classroom, on every desk, in every bag” (Bax, 2003, p. 21) surely still varies by context, more attention must be paid to the role of CALL in (re)producing issues of power, ideology, and injustice. In light of the affordances that technology provides, including potential access to “open” and “free” tools for language learning (e.g., MOOCs), a small body of critical CALL research has developed (Helm, Bradley, Guarda, & Thouësny, 2015). Critical CALL draws attention to how such resources can work to ameliorate or, in some cases, exacerbate problems of discrimination, marginalization, and inequity (Andrejevic, 2007; Menezes de Souza, 2015). As Ortega (2005) contends, the cornerstones of any scientific paradigm must not only include ontology, epistemology, and methodology, but also axiology; that is, CALL researchers must seek to ask ourselves the question: Who is our research serving? More recently, Ortega (2017) has argued that","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"22 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85020267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the importance of the blogosphere for autonomous language learning, many studies on computer-assisted language learning (CALL) have vigorously investigated the use of blogs in language learning. Noticeably lacking in these endeavors are investigations of language learners’ social engagement with others in online spaces to define and negotiate their own meanings of language and language learning. To fill this gap, this study investigated the language ideologies disseminated in a Korean blog that has become a collaborative online English-learning community. Focusing on this blog owner’s ideas and her followers’ responses, I explored the language ideologies disseminated and negotiated in conversations on language learning and using. This is part of a larger virtual ethnographic study conducted over the past three years. I analyzed online posts and comments using Gee ’s situated meanings ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a17fc8enmk","properties":{"formattedCitation":"(2014)","plainCitation":"(2014)"},"citationItems":[{"id":562,"uris":["http://zotero.org/users/1541043/items/CRDZ98AV"],"uri":["http://zotero.org/users/1541043/items/CRDZ98AV"],"itemData":{"id":562,"type":"book","title":"How to do discourse analysis : a toolkit","publisher":"Routledge, 2014.","publisher-place":"New York, NY","source":"EBSCOhost","archive_location":"AC Frost Stacks P302 .G398 2014","event-place":"New York, NY","abstract":"Summary: Using a practical how-to approach, Gee provides the tools necessary to work with discourse analysis, with engaging step-by-step tasks featured throughout the book. Each tool is clearly explained, along with guidance on how to use it, and authentic data is provided for readers to practice using the tools. Readers from all fields will gain both a practical and theoretical background in how to do discourse analysis and knowledge of discourse analysis as a distinctive research methodology.","ISBN":"978-0-415-72557-6","shortTitle":"How to do discourse analysis","author":[{"family":"Gee","given":"James Paul"}],"issued":{"date-parts":[["2014"]]}},"suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2014) . Findings suggest that the Korean bloggers subscribe to monolingual ideologies because they are acutely aware of the ideological contexts in Korea surrounding English and are critical about their own language learning and using practices. The current study asserts that the blogosphere can create opportunities for language learners to contest existing knowledge and voice their opinions on issues that matter to them as language learners and members of a society.
鉴于博客圈对自主语言学习的重要性，许多计算机辅助语言学习(CALL)的研究都在大力研究博客在语言学习中的应用。显然，在这些努力中，缺乏对语言学习者在网络空间中与其他人的社会交往的调查，以定义和协商他们自己的语言和语言学习的意义。为了填补这一空白，本研究调查了韩国博客中传播的语言意识形态，该博客已成为一个协作在线英语学习社区。我以这位博客主的想法和她的追随者的回应为重点，探讨了语言学习和使用对话中传播和协商的语言意识形态。这是过去三年进行的一项更大的虚拟人种学研究的一部分。我使用Gee的定位含义ADDIN ZOTERO_ITEM CSL_CITATION{“citationID”:“a17fc8enmk”，“properties”:{“formattedCitation”:“(2014)”，“plainCitation”:“(2014)”}，“citationItems”:[{“id”:562，“uri”:[“http://zotero.org/users/1541043/items/CRDZ98AV”]，“itemData”:{“id”:562，“type”:“book”，“title”:“如何进行话语分析?“一个工具包”，“出版商”:“Routledge, 2014.”，“出版商-地点”:“New York, NY”，“来源”:“EBSCOhost”，“archive_location”:“AC Frost Stacks P302 . g398 2014”，“事件-地点”:“New York, NY”，“摘要”:“摘要:使用实用的方法，Gee提供了进行话语分析所需的工具，并在整本书中提供了引人入胜的一步一步的任务。每个工具都有清晰的解释，以及如何使用它的指导，并为读者提供了练习使用这些工具的真实数据。来自各个领域的读者将获得如何进行话语分析的实践和理论背景，以及话语分析作为一种独特的研究方法的知识。”，“ISBN”:“978-0-415-72557-6”，“shortTitle”:“如何进行话语分析”，“作者”:[{“family”:“Gee”，“given”:“James Paul”}]，“发行”:{“date-parts”:[[“2014”]]}}，“suppression -author”:true}]，“schema”:“https://github.com/citation-style-language/schema/raw/master/csl-citation.json”}(2014)。研究结果显示，韩国博客之所以认同单语意识形态，是因为他们敏锐地意识到韩国围绕英语的意识形态背景，并对自己的语言学习和使用实践持批评态度。目前的研究表明，博客世界可以为语言学习者创造机会，让他们对现有的知识进行辩论，并就与语言学习者和社会成员有关的问题发表意见。
{"title":"“This May Create a Zero-lingual State”: Critical Examination of Language Ideologies in an English Learning Blog","authors":"Rayoung Song","doi":"10.1558/CJ.35113","DOIUrl":"https://doi.org/10.1558/CJ.35113","url":null,"abstract":"Given the importance of the blogosphere for autonomous language learning, many studies on computer-assisted language learning (CALL) have vigorously investigated the use of blogs in language learning. Noticeably lacking in these endeavors are investigations of language learners’ social engagement with others in online spaces to define and negotiate their own meanings of language and language learning. To fill this gap, this study investigated the language ideologies disseminated in a Korean blog that has become a collaborative online English-learning community. Focusing on this blog owner’s ideas and her followers’ responses, I explored the language ideologies disseminated and negotiated in conversations on language learning and using. This is part of a larger virtual ethnographic study conducted over the past three years. I analyzed online posts and comments using Gee ’s situated meanings ADDIN ZOTERO_ITEM CSL_CITATION {\"citationID\":\"a17fc8enmk\",\"properties\":{\"formattedCitation\":\"(2014)\",\"plainCitation\":\"(2014)\"},\"citationItems\":[{\"id\":562,\"uris\":[\"http://zotero.org/users/1541043/items/CRDZ98AV\"],\"uri\":[\"http://zotero.org/users/1541043/items/CRDZ98AV\"],\"itemData\":{\"id\":562,\"type\":\"book\",\"title\":\"How to do discourse analysis : a toolkit\",\"publisher\":\"Routledge, 2014.\",\"publisher-place\":\"New York, NY\",\"source\":\"EBSCOhost\",\"archive_location\":\"AC Frost Stacks P302 .G398 2014\",\"event-place\":\"New York, NY\",\"abstract\":\"Summary: Using a practical how-to approach, Gee provides the tools necessary to work with discourse analysis, with engaging step-by-step tasks featured throughout the book. Each tool is clearly explained, along with guidance on how to use it, and authentic data is provided for readers to practice using the tools. Readers from all fields will gain both a practical and theoretical background in how to do discourse analysis and knowledge of discourse analysis as a distinctive research methodology.\",\"ISBN\":\"978-0-415-72557-6\",\"shortTitle\":\"How to do discourse analysis\",\"author\":[{\"family\":\"Gee\",\"given\":\"James Paul\"}],\"issued\":{\"date-parts\":[[\"2014\"]]}},\"suppress-author\":true}],\"schema\":\"https://github.com/citation-style-language/schema/raw/master/csl-citation.json\"} (2014) . Findings suggest that the Korean bloggers subscribe to monolingual ideologies because they are acutely aware of the ideological contexts in Korea surrounding English and are critical about their own language learning and using practices. The current study asserts that the blogosphere can create opportunities for language learners to contest existing knowledge and voice their opinions on issues that matter to them as language learners and members of a society.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"35 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88320625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Negotiation of Multilingual Heritage Identity in a Distance Environment: HLA and the Plurilingual Turn","authors":"N. Van Deusen-Scholl","doi":"10.1558/cj.36723","DOIUrl":"https://doi.org/10.1558/cj.36723","url":null,"abstract":"","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"31 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80491370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are a number of methodological practices commonly employed by CALL researchers that limit progress in the field. Some of these practices are particular to replication research, but most are more general and are found throughout the field. I describe in this paper two studies that are fabricated but that resemble much of what is found in published second language research. Each study corresponds to and contains a set of methodological issues. Following each study, I address the issues they illustrate, providing comments and suggestions for how the analyses could be modified to produce greater replicability and/or replicational value. I conclude with a summary of suggestions for quantitative reforms related to improving replication research and quantitative practices more generally in CALL and applied linguistics.
{"title":"Quantitative considerations for improving replicability in CALL and applied linguistics","authors":"Luke Plonsky","doi":"10.1558/CJ.V32I2.26857","DOIUrl":"https://doi.org/10.1558/CJ.V32I2.26857","url":null,"abstract":"There are a number of methodological practices commonly employed by CALL researchers that limit progress in the field. Some of these practices are particular to replication research, but most are more general and are found throughout the field. I describe in this paper two studies that are fabricated but that resemble much of what is found in published second language research. Each study corresponds to and contains a set of methodological issues. Following each study, I address the issues they illustrate, providing comments and suggestions for how the analyses could be modified to produce greater replicability and/or replicational value. I conclude with a summary of suggestions for quantitative reforms related to improving replication research and quantitative practices more generally in CALL and applied linguistics.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"96 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2015-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83366914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Barcená, Elena, Timothy Read, and Jorge Arús (2014). Languages for Specific Purposes in the Digital Era","authors":"Jesse Gleason","doi":"10.1558/CJ.V32I2.26524","DOIUrl":"https://doi.org/10.1558/CJ.V32I2.26524","url":null,"abstract":"","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"14 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2015-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84328122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the present paper is twofold; first, we present an empirical study evaluating the effectiveness of a novel CALL tool for foreign language vocabulary instruction based on spaced repetition of target vocabulary items. The study demonstrates that by spending an average of three minutes each day on automatically generated vocabulary activities, EFL students increased their long-term vocabulary retention rate three fold. Second, we demonstrate that the double-blind experiment design, which has become standard research practice in such extremely high-stakes fields as pharmacology and healthcare, has the potential of being successfully implemented in CALL research.
{"title":"The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: a double-blind study","authors":"E. Chukharev-Hudilainen, T. Klepikova","doi":"10.1558/CJ.V33I3.26055","DOIUrl":"https://doi.org/10.1558/CJ.V33I3.26055","url":null,"abstract":"The purpose of the present paper is twofold; first, we present an empirical study evaluating the effectiveness of a novel CALL tool for foreign language vocabulary instruction based on spaced repetition of target vocabulary items. The study demonstrates that by spending an average of three minutes each day on automatically generated vocabulary activities, EFL students increased their long-term vocabulary retention rate three fold. Second, we demonstrate that the double-blind experiment design, which has become standard research practice in such extremely high-stakes fields as pharmacology and healthcare, has the potential of being successfully implemented in CALL research.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"13 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79989992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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