Becoming social actors: Designing a global simulation for situated language and culture learning

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bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69769/1/2017_06.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69769/2/2017_06.pdf.txt

collection:

2017 ENGAGING THE WORLD: SOCIAL PEDAGOGIES AND LANGUAGE LEARNING

contributor.author:

Michelson, Kristen Petit, Elyse

date.accessioned:

2020-12-14T23:22:19Z

date.available:

2020-12-14T23:22:19Z

date.issued:

2017-01-01

description.abstract:

Recent developments in multiliteracies scholarship and pedagogies have highlighted the situated nature of language use and the diversity of ways that meanings are expressed, calling attention to creative, agentive processes of designing meanings using linguistic and semiotic resources for particular communication purposes within discourse communities. One way in which foreign language teaching can engage students in second language/culture discourse communities and social worlds is through a Global Simulation (GS) pedagogy. A GS consists in the creation of a fictitious, socioculturally realistic lifeworld where learners take on specific roles and interact within a particular community as they work collaboratively to advance a storyline or complete a project. By adopting a character, students become social actors who engage with cultural practices as they appropriate language and other symbolic resources in order to communicate particular meanings across different discourse contexts. We present a GS curriculum developed in fourth-semester French based on the Immeuble model (Debyser, 1980) and carried out through a Pedagogy of Multiliteracies (New London Group, 1996). We describe the overarching organization of curricular content, including tasks designed for students’ interpretive and productive engagement with texts. We present one module—immigration—and students’ textual responses and reflections on this module. Finally, we discuss the experience of designing a GS curriculum and include considerations for the development of simulations.

description.provenance:

Made available in DSpace on 2020-12-14T23:22:19Z (GMT). No. of bitstreams: 1 2017_06.pdf: 788346 bytes, checksum: 7bbc18b5e3665a3478e74283be748785 (MD5) Previous issue date: 2017-01-01

endingpage:

167

identifier.citation:

Michelson, K., Petit, E. (2017). Becoming social actors: Designing a global simulation for situated language and culture learning. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 138-167. http://hdl.handle.net/102015/69769

identifier.uri:

http://hdl.handle.net/10125/69769

publisher:

Cengage

site_url:

/item/354

startingpage:

138

title:

Becoming social actors: Designing a global simulation for situated language and culture learning

type:

Article

type.dcmi:

Text

volume:

2017