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WHAT THE GOOD (DIGITAL) LANGUAGE LEARNER CAN TEACH US?

100%

Turula A.

Teaching English with Technology

2016

vol. 16

issue 3

52-73

The article revisits the question of the good language learner, with special regard to the contemporary digital learner of English as a foreign language. It focuses on the learner who can certainly be called successful based on the considerably high level of language proficiency s/he has reached (B2-C1). The question considered here – with reference to good learner studies of the 1970s – is to what extent such successful learners of English can actually be called “good language learners” as described in research to-date. In particular, it is interesting to investigate whether such learners effectively utilise the “plethora of creative routes for digital language learning” (Oxford and Lyn 2011: 157) available today. The answer to the questions above was sought in a two-partite study carried out in October-December 2014 among 106 first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first part of the study all the participants filled in a survey (N=106) whose purpose was to discover typical online language learning routines of the respondents. Subsequently, 16 study participants, randomly sampled from the main pool, took part in semi-structured interviews. The interviews were aimed at examining the nature of the online routines reported in the survey and confronting them with selected characteristics of good language learners identified in the early studies (Rubin 1975; Stern 1975) as well as the more contemporary studies into good digital language learning reported by Oxford and Lin (2011). The results of both parts of the study give a number of insights into how the participants of the study augment their language education with the use of the new media as well as show areas in which they still need the assistance of the (digital) teacher. As a result, it is argued here that while the respondents are good digital language learners from whom we may learn, there are still important things to be taught to them, with particular regard to developing digital learner autonomy, closely connected to a whole range of digital language learning strategies (Oxford and Lin 2011) and multiliteracies (Pegrum 2009).

From Linguistic Landscape to Semiotic Landscape: Indigenous Language Revitalization and Literacy

88%

Córdova Hernández L., López-Gopar M. E., Sughrua W. M.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

2017

vol. 8

issue 2

7-21

For endangered indigenous languages in Mexico, new forms of symbolic representation have been generated by linguistic landscapes. These forms involve the written use of these languages in public spaces, which in turn (re)incorporates the languages into traditional and new contexts. In addition, linguistic landscape production aids indigenous language literacy. Yet the notion of linguistic landscape seems limited to alphabetic writing and grammar standardization through the production of signage, outdoor advertising, and signs. Usually the social actors involved in linguistic landscape production, such as researchers, activists, and public officials, do not recognize the linguistic landscape as inseparable from the concepts of indigenous people. This article argues that the relationship between linguistic landscape and indigenous concepts cannot be mediated only through the linguistic landscape itself, but also through the interconnection of language and remembering as well as the retrieval of the endangered language through strategies of recalling experiences mediated through that particular language. These additional dimensions involving remembering and retrieval become what we refer to as the semiotic landscape. This landscape, including multimodal and multiliteracy methodologies (Kress, 2009), can be considered a channel of language revitalization, as it serves as a space for the interconnection between language and remembering. In this manner, the semiotic landscape allows written language (discourse) to interact with other discourses (visual images, spatial practices, and cultural dimensions), thereby aiding the emergence of indigenous self-representation and cultural values and hence working toward language revitalization. In particular, this pathway to language revitalization can be seen when considering the Ixcatec language in southern Mexico.

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1 Studie z aplikované lingvistiky - Studies in Applied Linguistics

1 Teaching English with Technology

1 Córdova Hernández L.

1 López-Gopar M. E.

1 Sughrua W. M.

1 Turula A.

1 2017

1 2016

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WHAT THE GOOD (DIGITAL) LANGUAGE LEARNER CAN TEACH US?

From Linguistic Landscape to Semiotic Landscape: Indigenous Language Revitalization and Literacy