Rejecting Instrumental-Deterministic CALL: Towards a Critical Reading of Power in Online English Education

Autor/in	Smith, Michael D.
Titel	Rejecting Instrumental-Deterministic CALL: Towards a Critical Reading of Power in Online English Education
Quelle	In: Power and Education, 14 (2022) 1, S.50-65 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Michael D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/17577438211058964
Schlagwörter	Computer Assisted Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Epistemology; Critical Theory; Online Courses; Teaching Methods; Language Usage; Language Variation; Language Attitudes; Native Speakers; Information Technology; Socioeconomic Influences; Equal Education; Learner Engagement; Access to Education; Educational Benefits + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Erkenntnistheorie; Kritische Theorie; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Sprachenvielfalt; Sprachverhalten; Muttersprachler; Informationstechnologie; Sozioökonomischer Faktor; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsertrag
Abstract	As online education expands in the wake of recent global events, concerns over the privileging of dominant languages, cultures and epistemologies gain prominence. Despite the explicit biases and assumptions found within hegemonic learning contexts, however, inquiry within the domain of computer-assisted language learning (CALL) typically manifests via decontextualised interpretations. Consequently, this inquiry aims to contribute to the theoretical expansion of digital education by situating CALL within Feenberg's critical theory of technology (CTT). In doing so, it intends to answer calls for the engagement of CTT to question instrumental and deterministic accounts of digital English language learning (ELL) and expose the subtle influences that impact the transmission of English within the online space. This inquiry finds that digital ELL obfuscates alternative epistemological and linguistic contexts, with the prevalence of English native speakerism presupposing dominion over subaltern cultures. Practitioners should thus moderate the temptation to draw on 'euphoric' conceptualisations of CALL, with specific reference to exaggerated visions of egalitarian participation structures and the across-the-board beneficial impact of digital practices on learner engagement. Finally, not all uses of English hold equal power and status, with graduated degrees of access to technological and linguistic capital driving a circular system of socio-economic reproduction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01