Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands

Autor/inn/en	Dahlberg, Giulia Messina; Bagga-Gupta, Sangeeta
Titel	Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands
Quelle	In: Language Learning & Technology, 20 (2016) 3, S.80-106 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Sociocultural Patterns; Grammar; Literacy; Introductory Courses; Second Language Learning; Second Language Instruction; Foreign Countries; Online Courses; Computer Assisted Instruction; Computer Mediated Communication; Epistemology; Socialization; Discussion; Interaction Process Analysis; Oral Language; Written Language; Lesson Plans; Teaching Methods; Concept Mapping; College Students; Sweden + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Grammatik; Alphabetisierung; Schreib- und Lesefähigkeit; Einführungskurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Online course; Online-Kurs; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Erkenntnistheorie; Socialisation; Sozialisation; Diskussion; Prozessanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Concept Map; Collegestudent; Schweden
Abstract	The study presented in this article explores the ways in which discursive-technologies shape interaction in "digitally-mediated" educational settings in terms of affordances and constraints for the participants. Our multi-scale sociocultural-dialogical analysis of the interactional order in the online sessions of an "Italian for Beginners" language course provided by a university in Sweden is illustrated in terms of an Introduction phase, a Language and Grammar phase, a Discussion phase, and a Concluding phase. Dimensions of TimeSpace shape the organization of the lessons where a range of literacy practices can be identified. A second step in the analysis zooms into the Discussion phase. Taking the concepts of epistemic engine and epistemic domains as points of departure, we explain how the written word shapes the interactional order in online settings. This study highlights how different interactional orders allow for the opening up of new socialization spaces, in which students are more likely to be prevented from getting trapped in their own script of task-oriented activities. Here, participants' cultural processes are complexly layered in digitally-mediated encounters, where their focused orientation towards a variety of offline and online oral and written resources is partly curtailed by the digital environment itself. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01