Digital video as a tool in foreign language learning processes

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1 Digital video as a tool in foreign language learning processes PhD student Sylvi Vigmo Supervisors Berner Lindström & Hans Rystedt November 29,

2 Presentation overview Learning context - educational practice Literacy Research overview Study context Research questions Theoretical framework: CALL (Computer Assisted Language Learning) CSCL (Computer Supported Collaborative Learning Methodological approach Empirical data - Case study 2

3 New media in institutional environments Challenged teaching and learning practice Merging technologies Literacy skills Learners as active producers Learner activities 3

4 Literacy - a whole repertoire of approaches Draw conclusions Associate Connect to other knowledge Develop a critical approach Understanding of structures in various genres Connect text, talk, and action in diverse practices Säljö, R. (2006). Lärande & kulturella redskap. Om lärprocesser och det kollektiva minnet. Falun: Norstedts Akademiska Förlag. 4

5 Literacies Multiliteracies The New London Group, 1994, Unsworth, 2001 Literacy online Tuman, 1996 Computer literacy Corbel, 1997 Electronic literacies Warschauer, 1999 Silicon literacies Snyder, 2002 Technoliteracies Lankshear, Snyder,2000 Cyberliteracy Gurak, 2001 Electracies Erstad, 2002 New literacies Lankshear, Knobel, 2003 Media literacy Potter, 2004 Visual literacy Curtis, 2004, Jewitt, 2006 Gruba, P. (2006). Playing the video-text: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology. (vol 10, no 2) 5

6 New literacies - multiliteracies - limitations and potentials of a mode Literacy as a generic skill Literacy in subject domains [ ] there is a need to delineate curriculum literacies, specifying the interface between a specific curriculum and its literacies (p11) Unsworth, L. (2001). Teaching Multiliteracies Across the Curriculum. Buckingham: Open University Press Kress, G. (2003). Literacy in the New Media Age. London: Routledge. 6

7 The co-presence of other modes raises the question of their function: are they merely replicating what language does, are they ancillary, marginal, or do they play a full role, and if they do, is it the same role as that of writing or a different role? And if they play a different role, is this because of their constitution, their make-up, because of their affordances? (ancillary=underordnad) Kress, G. (2003). Literacy in the Media Age. Routledge. London 7

8 Research overview Digital culture (Buckingham, Sefton-Green, 2005) Media Education (Buckingham, 2007, Erstad, Gilje, de Lange, 2007) Digital inscription (Burn, Parker, 2001) Video as language (Danielsson, 1998) Transformation and identity (Lindstrand, 2006) Visuality and CALL (Petrie, 2005) Literacy and the visual (Callow, 2005) Video - playing and listening, L2 (Gruba, 2006) 8

9 Acting, producing and editing Doing language 9

10 Language learning - secondary and upper secondary level Learner tools and resources Camcorder/digital video Software for editing still/moving images Software for audio editing 10

11 Research questions Which language competences become learner tools in a video production? What is the relationship between learnerproduced videos and speech activities? How do learners collaborate during the process of producing a video? 11

12 Language Learning ESL/EFL (English as a Second Language/English as a Foreign Language) Global English/es, lingua franca, lingua mundi* Foreign/modern language learning Cope, C., Kalantzis, M. (eds), (2000). Multiliteracies Literacy learning and the design of social futures. Routledge. 12

13 Reconsidering language competences Linguistic Competences as intertwined and inseparable Communicative Cultural The Native - a construction Global Englishes Leung, C. (2005). Convivial communication: recontextualizing communicative competence. International Journal of Applied Linguistics. vol 15 (2) Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal, ( ). 13

14 A CALL research equation metaphor learners (with their thoughts, behaviours, motivations, experiences, and understandings) + language (including its status and structure) + context (physical and temporal environment and the social, economic, cultural, and linguistic influences) + one or more tools (and the affordances the tool provides) + tasks/activities (content, structure, and organisation) +/- peers and teachers or others who can affect the process = CALL (p14) Egbert, J,(ed),(2005). Call research perspectives. Mahwah: Lawrence Erlbaum Associates. 14

15 Computer Supported Collaborative Learning - CSCL Collaborative production Individual in group Group interaction Individual and collective resources Group learning is argued to involve a dimension of learning which cannot be achieved by an individual Stahl, G., Koschmann, T., Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed) Cambridge handbook of the learning sciences. Cambridge, UK: Cambridge University Press. 15

16 Approach to data CSCL Interaction analysis - video as a research tool Visual ethnography Process - product - the output 16

17 Empirical data Case studies Video recordings of student activities Field observations Artefacts produced - storyboards, student videos 17

18 Case study 1, upper sec Y1, EnA 18

19 Clip being edited/focused clip Clipboard Timeline Sound file Storyboard 19

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