1. Tools and Tenets for Language Acquisition in the Digital Age Dr Liam Murray, University of Limerick Elaine Riordan, University of Hull

2. Introduction Gamebreaker? MS universal translator that keeps your voice and accent: http://tinyurl.com/MS-universal- translator (6:00 - 6:45 min) http://tinyurl.com/MS-universal- translator Tenets & Themes: history of the InterWeb - Usenet groups alt.hypertext Alt.hypertext.links.english.FAQs.mushroo ms.spinach. Foreign language teachers are the drivers!

3. Multiple literacies Move beyond ability to read and write the ability to read and write varied text types and genres the ability to be autonomous and foster skills for independent work Pragmatic awareness and discourse awareness ELT literacies: EAP, ESP, EFL = linguistic, pragmatic and cultural literacies = current practice in ELT

4. Web literacies / digital literacies Information gathering and sharing, record- keeping, dissemination and communication of ideas via online modes “mastering ideas, not keystrokes” (Gilster, 1997: 1) Dual affordances: ◦Abundance of materials for teachers ◦Autonomous learning and communication for learners Digital native/immigrant (Prensky 2001)

5. Patterns Repurposing 58% of research into Web 2.0 tools for language learning stems from EFL (Wang & Vásquez, 2012) = forerunners

6. ToolsAffordances Blogsreflection; self-expression; affect; collaboration Wikisauthoring; flexibility; co-construction of knowledge; active participation Forumsreflection; evaluation Chataffect; social presence; group cohesion; Twittersharing; concise language use; part- technological, part-social Social networking (e.g. Facebook) participatory learning; autonomy; affect; community building YouTubestudent led; agency; integrated skills practice Podcastsauthentic listening; autonomy (iPods) Skypeauthentic communication; collaboration, multiple discussion Digital gamesactive participation; identity formation; meaning negotiation CMC

7. ToolsAffordances Blogsreflection; self-expression; affect; collaboration Wikisauthoring; flexibility; co-construction of knowledge; active participation Forumsreflection; evaluation Chataffect; social presence; group cohesion Twittersharing; concise language use; part- technological, part-social Social networking (e.g. Facebook) participatory learning; autonomy; affect; community building YouTubestudent led; agency; integrated skills practice Podcastsauthentic listening; autonomy (iPods) Skypeauthentic communication; collaboration, multiple discussion Digital gamesactive participation; identity formation; meaning negotiation

8. Games-Based Language Learning Sørensen (2007) Serious Games in language learning and teaching – a theoretical perspective. Meaningful context for language acquisition Games are not necessarily about memorizing or providing correct answers, but rather about the performance of skills within a specific system of thinking and acting. Task-/Challenge-based LL. Elements of www.mingoville.com – based on game models that are school based and school initiated, BUT - awareness of and reference to children’s engagement in online game activities off school. www.mingoville.com Question: anything surprising or new here?

9. Elements of www.mingoville.comwww.mingoville.com Challenges – to be confronted with a problem you have to solve Reification – to create, produce and make experiments Socialities – to communicate and take part in communities and social networks Achievements – to get acknowledgment and enjoy respect Pleasure – to interact in sensitive and pleasurable situations Exploration – to explore and act on basis of curiosity Self interpretation (Sørensen 2002)

10. Different tools offer different affordances Technology is neutral – it does not fall into any of the theories or methodologies – how it is used in not neutral (Blake 2008) As teachers, we need to mediate the tools for our specific purposes Today’s technology is suitable for social and situated learning; social constructivism; scaffolding; and autonomy… Social media -> Social Learners? Implications: Audio / Visual / Kinaesthetic / Social Learners? So…..

11. What CMC offers: ◦Lowers the affective filter ◦Fluid and multiple identity construction ◦CoPs without time and space restrictions ◦Differing discourse/pragmatic strategies ◦Emotional and social presence ◦Multiple voices heard “instead of merely simulating other modes of interaction, technology mediated communication is, in and of itself, the real thing…” (Sykes, Oskoz and Thorne 2008: 529) CMC & F2F

12. Implications for ELT Changes to: ◦Learning environment: fewer restrictions ◦Teacher role: facilitator; mentor; advisor; “social mediator”. ◦Learner role: agent; self-directed ◦Activity types: interaction and interactivity We need to make informed decisions! Convergence and divergence MOOCs http://www.ot12.org/ (Massive Open Online Course) – It’s an event! Open for facilitators and participants.http://www.ot12.org/

13. Conclusions MS Universal Translator: http://tinyurl.com/MS-universal-translator http://tinyurl.com/MS-universal-translator Implications RALL / “Apps for everything”. See Robert Godwin-Jones’ articles on emerging technologies: http://llt.msu.edu/issues/june2011/emerging.pdf http://llt.msu.edu/issues/june2011/emerging.pdf Future impact: technologies to facilitate teachers rather than replace teachers Future proofing: evaluation ‘Multimedia language learning materials comprise, as with all learning resources, some gems amongst a lot of mediocrity’ (Murray and Barnes 1998: 259) ◦Evaluation remains key.

14. ‘There is no question that the landscape on which teachers and teacher educators live and compose their teaching lives are rapidly shifting landscapes’ (Clandinin 2008: 385)

15. Questions?