Technology, Mediation, and Second Language Acquisition: Research and Praxis

[TIFLE] CMLIT/FR/GER/SPAN 589

Comments or Questions? Contact Steve Thorne, Pennsylvania State University

http://language.la.psu.edu/tifle2003/

Week & Date
Topics and Readings
Activities and Notes
W1: Sept 9

Introductions, overview of the course, themes and possibilities

Background: The History of the Internet

  1. "What is" the Internet from whatis.com:
  2. Rheingold, Howard. (1993). The Virtual Community. New York: Addison-Wesley Publishing Company.
Presentation notes, Week 1
W2: Sept 16

Perspectives: Technology Use in Language Education

  1. Kern, R. & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice. New York: CambridgeUniversity Press.
  2. Warschauer, M. (1997).Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), p. 470-481.
  3. Thorne, S. (to appear). Cultural historical activity theory and the object of innovation To appear in New Insights into Foreign Language Learning and Teaching. Oliver St. John, Kees van Esch, & Eus Schalkwijk (Eds). Peter Lang Verlag, Frankfurt.(Germany).
  4. Rheingold, H. (1999). Look who's talking: The Amish are famous for shunning technology. But their secret love affair with the cell phone is causing an uproar. WIRED, Archive 7.01, January 1999.

Special Topic: Emerging Communication Technologies

  1. Goodwin-Jones, B. (2003). Blogs and Wikis: Environments for On-line Collaboration. Language Learning & Technology 7/2:12-16.

Additional reading:

  1. Thorne, S. (1999).Chapter 3: Educational and foreign/second language uses of computer-mediation: A review of research. In: An activity theoretical analysis of foreign language electronic discourse. Unpublished Doctoral Dissertation, University of California, Berkeley.
  2. Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.

Curious about Internet usage by language? Internet and languages

 

Questions about the Internet? About various sorts of Internet communication tools? About on-line lingo and terminology? Visit our course Technology Topics and Technology Tools and Resources pages.
W3: Sept 23

Perspectives: Information Ecologies; Anti-Virtuality; Cultures of Use

  1. Nardi, Bonnie, & O'Day, Vicki. (1999). Information Ecologies: Using Technology with Heart. Cambridge, MA.: MIT Press. Read Chapters 2 & 4.
  2. Miller, Daniel, and Slater, Don. (2000). The Internet: An Ethnographic Approach. New York: Berg Publishers. Read "Summary of Findings" and "Chapter 1".
  3. Thorne, S. (2000). Beyond Bounded Activity Systems: Heterogeneous Cultures in Instructional Uses of Persistent Conversation. Proceedings of the Thirty-Third Annual Hawaii International Conference on System Sciences (CD-ROM), IEEE Computer Society, Los Alamitos, CA., 2000.

Fingers on the pulse of the field? See CALICO's statement on the state of the state of the art in technology and foreign language education (very short!):

Scholarly Activities in Computer-Assisted Language Learning: Development, Pedagogical Innovations, and Research.

W4: Sept 30

The Dialectic of Technology and Language; Technology and Literacy

  1. Crystal, David. (2001). Language and the Internet. Cambridge: Cambridge University Press.
    • Chapters 4 & 5: In reader
  2. Thorne, S. (2003). Review of Language and the Internet (David Crystal): The Biggest Language Revolution Ever Meets Applied Linguistics in the 21st Century. Language Learning & Technology 7/2: 24-27.
  3. Kern, R. (2000). Chapter 8: Computers, language, and literacy. In Kern, Literacy and Language Teaching. Oxford: Oxford University Press, 223-266.
    • In reader
  4. Yates, S. (1996). Oral and written aspects of computer conferencing. In Susan Herring (ed.), Computer-mediated communication: Linguistic, social and cross-cultural perspectives. Philadelphia: John Benjamins Publishing Company.
    • In reader

Additional Reading:

  1. Bregman, A, & Haythornthwaite, C. (2001). Radicals of Presentation in Persistent Conversation. Published in the Proceedings of the Hawai'i International Conference On System Sciences, January 3-6, 2001, Maui, Hawaii.
  2. Herring, Susan. (1996). Two variants of an electronic message schema. In Susan Herring (ed.), Computer-mediated communication: Linguistic, social and cross-cultural perspectives. Philadelphia: John Benjamins Publishing Company.
  3. Salomon, G. (1991). On the Cognitive Effects of Technology. In L.T. Landsmann (ed.), Culture, Schooling, and Psychological Development. Norwood: Ablex Publishing, 185-204.
    • In reader

Click here for an introduction to the ideas of MAK Halliday and Systemic-Functional Linguistics

 

W5: Oct 7

Technology & Second Language Acquisition Research; Critical Applied Linguistics

  1. Knobel, M., Lankshear, C., Honan, E., Crawford, J. (1998). The wired world of second- language education. In I. Snyder (ed.), Page to screen: Taking literacy into the electronic era. New York: Routledge.
    • In reader
  2. Lafford, P., Lafford, B. (1997). Learning language and culture with Internet technologies. In M. Bush (ed.) and R. Terry (Associate ed.), Technology enhanced language learning. Lincolnwood, Ill.: National Textbook Company.
    • In reader

Theory

  1. Pennycook, A. (2001). Critical Applied Linguistics: A Critical Introduction. London: Lawrence Erlbaum Associates.
    • Chapters 2 (The Politics of Knowledge) and 5 (The Politics of Pedagogy): In reader

Additional Reading:

  1. Bernhardt, E., Kamil, M. (1998). Enhancing foreign culture learning through electronic discussion. In Judith A. Muyskens (ed.), New ways of learning and teaching: Focus on technology and foreign language education. Boston: Heinle & Heinle Publishers.
  2. Duin, A.H., & Hansen, C. (1994) Reading and writing on computer networks as social construction and social interaction. In C. Selfe & D. Hilligoss (eds.), Literacy and computers: The complications of teaching and learning with technology. New York: The Modern Language Association.
  3. Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System 29: 491-501.

English as a Global Language, a chat session with David Crystal.

 

  • Internet use project due
W6: Oct 14

Synchronous CMC and Language Education

  1. Herring, Susan. (1999). Interactional coherence in CMC. Journal of Computer-Mediated Communication 4 (4) June 1999.
  2. Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on Quantity and Characteristics of Language Production. Modern Language Journal 79/4:457-476.
    • In reader
  3. Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning & Technology, 1/1: 82-93.
  4. Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Vol. 4, No. 1, pp. 120-136.

Additional Reading:

  1. Payne, J. S. and P. J. Whitney. 2002. Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal 20.1: 7-32.
    • In reader
  2. Beauvois, M.H. (1998). Write to speak: The effects of electronic communication on the oral achievement of fourth semester French students. In Judith A. Muyskens (ed.), New ways of learning and teaching: Focus on technology and foreign language education. Boston: Heinle & Heinle Publishers.
  3. Pelletieri, J. (2000). Negotiation in cyberspace: The role of Chatting in the development of grammatical competence. In M. Warschauer, & R. Kern (eds.), Network-based language teaching: Concepts and practice. New York: Cambridge University Press.
  4. Sotillo, S. (2000). Discourse functions and syntactic complexity in synchronous and asyncronous communication. Language Learning & Technology Vol. 4, No. 1, May 2000, pp. 82-119

What are the relationships between psychogical well-being, involvement, and Internet use? For a perspective, see these two related articles:

Kraut, R. et al. (2000). Internet Paradox: A Social Technology That Reduces Social Involvement and Psychological Well-Being? American Psychologist, Volume 55, Number 12.

Kraut, R., Kiesler, S., Boneva, B., Cummings, J., Helgeson, V., & Crawford, A. (2002). Internet Paradox Revisited. Journal of Social Issues 58/1:49-74. (In reader)

W7: Oct 21

Presentation of Self/Selves; Power and the Internet

  1. Spears, R., & Lee, M. (1994). Panacea or Panopticon? The Hidden Power in Computer-Mediated Communication. Communication Research 21/4: 427-459.
    • In reader
  2. Walther, Joseph. (1996). Computer-Mediated Communication: Impersonal, Interpersonal, and Hyperpersonal Interaction. Communication Research 23/1: 3-43.
    • In reader
  3. Bays, H. (1999). Framing and face in Internet exchanges: A socio-cognitive approach.
  4. Turke, Sherry. (1996). Who Am We? Wired, 4, 1, January 1996.

Additional Reading:

  1. Turkle, Sherry. (1998). Interivew with Katie Hafner: At Heart of a Cyberstudy, the Human Essence. New York Times, June 18, 1998.
  2. Turke, Sherry. (1995). Life on the Screen: Identity in the Age of the Internet. New York: Simon and Schuster.
  3. Chester, Andrea, & Gwynne, Gillian. (1998). Online Teaching: Encouraging Collaboration through Anonymity. Journal of Computer-Mediated Communication 4 (2) December 1998.

 
W8: Oct 28

Intercultural Communication and Language Education

  1. Thorne, S. (2003). Artifacts and Cultures-of-Use in Intercultural Communication. Language Learning & Technology 7/2: 38-67.
  2. Belz, J. (2003). Linguistic perspectives on the development of intercultural competence
    in telecollaboration. Language Learning and Technology 7/2: 68-117.
  3. Kern, R.G. (1996). Computer-mediated communication: Using e-mail exchanges to explore personal histories in two cultures. In M. Warshauer (ed.), Telecollaboration in foreign language learning. Honolulu, HI: University of Hawai'i, Second Language Teaching & Curriculum Center, pp. 105-119.
    • In reader
  4. Furstenberg, G., Levet, S. (2001). Giving a Virtual Voice to the Silent Language of Culture: The Cultura Project. Vol. 5, No. 1, pp. 55-102.

Additional Readings:

  1. Kramsch, C., & Thorne, S. (2001). Foreign Language Learning as Global Communicative Practice. In D. Block and D. Cameron (eds.) Language Learning and Teaching in the Age of Globalization. London: Routledge.
    • In reader
  2. Kinginger, C. (1998). Videoconferencing as access to spoken French. Modern Language Journal 82/4:502-513.
    • In reader
  3. Belz, J. (2002). Social Dimensions of Telecollaborative Foreign Language Study. Language Learning & Technology Vol. 6, No.1, pp. 60-81.
  4. Müller-Hartmann, A. (2000). The role of tasks in promoting intercultural learning in electronic learning networks. Language Learning & Technology Vol. 4, No. 2, pp. 129-147.

Additional Reading: Intercultural Communication Through Media

  1. Lee, L. (1998). Going beyond classroom learning: Acquiring cultural knowledge via on-line newspaper and intercultural exchanges via on-line chatrooms. CALICO Journal 16/2: 101-120.
  2. Meskill, C., Osuna, M. (1998). Using the World Wide Web to Integrate Spanish Language and Culture: A Pilot Study. Language Learning & Technology, 1/2: 71-92.
  3. Cononelos, T., & Oliva, M. (1993). Using computer networks to enhance foreign language/culture education. Foreign Language Annals 26: 525-534.

Check-out the French-American telecollaboration project at MIT: CULTURA

 

Look at DŽcouvrir Berkeley! , the University of California at Berkeley through the eyes of a second semester French class (1994!)

 

W9: Nov 4

Multimedia and the Web

  1. Alm-Lequeux, A. (2001). Using the Internet as a zone of proximal development for teaching indirect speech: A Vygotskian Approach. Die Unterrichtspraxis, 34, 1-9.
    • In reader
  2. Kramsch, C., Anderson, R. (1999). Teaching text and context through multimedia. Language Learning & Technology, 2/2: 31-42.
  3. Crystal, David. (2001). Language and the Internet. Cambridge: Cambridge University Press.
    • Chapter 7 (The language of the web): In reader
  4. Chun, D., Plass, J. (2000). Networked Multimedia Environments for Second Language Acquisition. In M. Warschauer, & R. Kern (eds.), Network-based language teaching: Concepts and practice. New York: Cambridge University Press.
    • In reader

Theory and Design

  1. Kapetlinin, V. (1996). Activity theory: Implications for human-computer interaction. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 103-116). Cambridge, Mass. MIT Press.
    • In reader
  2. (Optional) Gifford, B. & Enyedy, N., (1999). Activity centered design : Towards a theoretical framework for CSCL. Proceedings of the Third International Conference on Computer Support for Collaborative Learning.

Additional Reading:

  1. Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning & Technology, 3/1: 88-103.
  2. LeLoup, J., Ponterio, R. (1999). Interactive Language Exercises on the Web: An Exemplar. Language Learning & Technology, 3/1: 3-11.

Literary project on the web: El Perro del Hortellano

 

Multimedia on the web: A Singing Syllabary (Chinese)

 

Thousands of On-line Newspapers!
W10: Nov 11

Location Independent Teaching & Learning; Professionalization; Scalability

  1. Musumeci, D. (forthcoming). The use of instructional technology in high enrollment foreign language courses: Implications for teaacher education and communicative language teaching. In S. Savignon (ed.), Interpreting communicative language teaching: Contexts and concerns in teacher education. New Haven, CT: Yale University Press.
    • In reader
  2. Noble, D. (1998). Digital diploma mills: The automation of higher education.
  3. Ehrmann, S. (2001). Improving the Outcomes of Higher Education: Learning From Past Mistakes.
  4. Scott, V. (1998). Exploring the link between teaching and technology: An approach to TA development. In Judith A. Muyskens (ed.), New ways of learning and teaching: Focus on technology and foreign language education. Boston: Heinle & Heinle Publishers.
    • In reader
  5. Wegerif, Rupert. (1998). The Social Dimension of Asynchronous Learning Networks. Journal of Asynchronous Learning Networks, Volume 2, Issue.

Additional Reading:

  1. Arvan, L., Musumeci, D. (2000). Instructor Attitudes within the SCALE Efficiency Projects. Journal of Asynchronous Learning Network, 4/3.
 
W11: Nov 18 TBA -- possibilities include special topics (below), fresh research/publications, exogenous disciplines (e.g., philosophy, anthropology, history of science), and/or hands-on session(s). Project #6 due
W12: Nov 25

Linguistic Future of the Internet

  1. Crystal, David. (2001). Language and the Internet. Cambridge: Cambridge University Press.
    • Chapter 8 (The linguistic future of the Internet): In reader

Words words words (vocabulary acquisition)

  1. Chun, D., Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal 80: 183-198.
  2. Plass, J., Chun, D., Mayer, R., Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior 19:221-243.
  3. Groot, P. (2000). Computer assisted second language vocabulary acquisition. Language Learning & Technology, Vol. 4, No. 1, pp. 60-81.

Computer-based Language Evaluation and Testing

  1. Language Learning & Technology Special Issue on "Computer-Assisted Language Testing"
Teaching with Technology Portfolio due (if applicable)
W13: Dec 2 In Class Conference  
W14: Dec 9

In-class conference and course wrap-up

Course Portfolio due

  • Final project
  • Reaction journal
  • Philosophy of teaching

 
 

Special Topic: Corpus-based Language Education

  1. Language Learning & Technology Special Issue on "Using Corpora in Language Teaching and Learning"

Special Topic: Critical Pedagogy, Technology, and Education

  1. Lankshear, C., Peters, M., Knobel, M. (1996). Critical pedagogy in cyberspace. In H. Giroux, C. Lankshear, P. McLaren, and M. Peters (eds.), Counternarratives: Cultural studies and critical pedagogies in postmodern spaces. New York: Routledge, 149-188.
    • In reader

Special Topic: Using MOOs for writing and composition

  1. Day, Michael. (1996). Pedagogies in Virtual Spaces: Writing Classes in the MOO.Kairos, 1/2.
  2. Harris, Leslie. (1996). Writing Spaces: Using MOOs to Teach Composition and Literature. Kairos, 1/2.
  3. Bennahum, David. (1994). Fly Me To the MOO: Adventures in Textual Reality. Lingua Franca 4/4 - May/June 1994.

Special Topic: Technology and Language Revitalization

  1. Warschauer, M. (1998). Technology and indigenous language revitalization: Analyzing the experience of Hawai'i. Canadian Modern Language Review, 55(1), 140-161.
Using MOOs in educational contexts.
 

 

 

Course Links for TIFLE 589, Fall 2003

TIFLE 589 Description and Requirements | Technology-related Topics | Tools and Resources | 589 Technology Café

Comments or Questions? Contact Steve Thorne, The Pennsylvania State University