Beyond participation: Symbolic struggles with(in) digital social media in the L2 classroom

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bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69771/1/2017_08.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69771/2/2017_08.pdf.txt

collection:

2017 ENGAGING THE WORLD: SOCIAL PEDAGOGIES AND LANGUAGE LEARNING

contributor.author:

Warner, Chantelle Richardson, Diane F.

date.accessioned:

2020-12-14T23:22:29Z

date.available:

2020-12-14T23:22:29Z

date.issued:

2017-01-01

description.abstract:

Integrating digital social media in foreign language curricula expands the space of the relatively stable world of the classroom to include more dynamic and complex social worlds. One of the struggles for scholars and practitioners of instructed foreign language environments is how to merge this complexity with the classroom, which is saturated with its own frames of reference and typical ways of communicating. This chapter looks at two instructional units implementing digital communications in a fifth-semester, intensive German course with a curriculum inspired by multiliteracies and genre-based curricular models (e.g., Byrnes & Sprang, 2004; Maxim, 2008). In both cases, sociable digital media—digital games and online discussion forums—were perceived by the instructors and the LPD as an opportunity to overcome the two-dimensionality of text-centric pedagogies (see Lotherington & Ronda, 2014). The focus of the analysis is two case studies—one student from each unit—one positioned as a “struggling” student and the other positioned as a “good” student at the start of the engagement with digital media. Through an analysis of the symbolic struggles that students face as they positioned themselves within the layered social spaces afforded by the integration of digital media into other classroom practices, the authors make a case that digital social pedagogies can enable students to imagine alternative positions for themselves beyond the typical participation frameworks of the classroom— even when their actions do not necessarily resemble the learning trajectories envisioned by LPDs.

description.provenance:

Made available in DSpace on 2020-12-14T23:22:29Z (GMT). No. of bitstreams: 1 2017_08.pdf: 701105 bytes, checksum: 15198bc0ad559d7ba01275680b277fe3 (MD5) Previous issue date: 2017-01-01

endingpage:

226

identifier.citation:

Warner, C., Richardson, D.F. (2017). Beyond participation: Symbolic struggles with(in) digital social media in the L2 classroom. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 199-226. http://hdl.handle.net/102015/69771

identifier.uri:

http://hdl.handle.net/10125/69771

publisher:

Cengage

site_url:

/item/356

startingpage:

199

title:

Beyond participation: Symbolic struggles with(in) digital social media in the L2 classroom

type:

Article

type.dcmi:

Text

volume:

2017