ERIC Number: EJ1417833
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1094-3501
Available Date: N/A
Hey Siri: Should #Language, [Face Emoji], and Follow Me Be Taught?: A Historical Review of Evolving Communication Conventions across Digital Media Environments and Uncomfortable Questions for Language Teachers
Heather Lotherington; Noah Bradley
Language Learning & Technology, v28 n1 2024
This article presents a study on novel language forms and uses across evolving digital environments, and questions whether emerging digital communication conventions should have a place in language education. The study was motivated by the deepening gap between the content of and approaches to language instruction evident in popular mobile-(assisted) language learning (MALL) apps and the sophisticated evolutions in digital communication over the past 30 years. A team of researchers conducted an environmental scan to locate academic journals publishing on digitally-mediated language and language teaching/learning applications, and to determine topical themes and discussions. This scan was followed by a collaborative in-depth focused literature review to document technological advances and evolutionary changes in social communication across the lifespan of the WWW. The authors posit that language teaching theory and practice must attend to digital convergence and posthumanism, and pose uncomfortable questions for the language teaching profession, such as: What is the place of conversational digital agents in language teaching? Should new media grammar forms be specifically taught? Who is the arbiter of appropriate language use in digital communication?
Descriptors: Computer Mediated Communication, Language Research, Digital Literacy, Content Analysis, Language Arts, Communication (Thought Transfer), Intercultural Communication, Computer Oriented Programs, Web Sites, Language Usage, Descriptive Linguistics, Figurative Language, Visual Aids
National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Publication Type: Journal Articles; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A