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- Messina Dahlberg, Giulia, et al.
(författare)
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Communication in the virtual classroom in higher education : languaging beyond the boundaries of time and space
- 2013
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 2:3, s. 127-142
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Tidskriftsartikel (refereegranskat)abstract
- The empirical study presented here focuses upon naturalistic social interaction in online synchronous communities within higher education. Our interests here relate to accounting for the communicative strategies employed by participants who are dealing with a common task, and how these specific tasks are negotiated within the constraints and opportunities accorded in the multimodal multilingual virtual setting. Taking sociocultural theoretical points of departure, we focus on students' languaging and use of tools when they have access to a range of resources inside the online videoconferencing program. The study is based upon screen recordings of both student-only and teacher-lead meetings during one semester in the online course Italian for beginners offered by a Swedish university. The analysis is two-fold: we provide an overview of the interactional patterns at the general lesson level in the data complemented by a micro-interactional analysis of selected slices of everyday life from two meetings. Our findings indicate that students make use of several resources that dialectically shape how they get positioned within the virtual community culture. These identification processes function as ways of enriching and nurturing learning, both of appropriating the target language, as well as enabling ways of being in multimodal, multilingual communities of practices.
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| 2. |
- Messina Dahlberg, Giulia, et al.
(författare)
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Mapping Languaging in Digital Spaces : Literacy Practices at Borderlands
- 2016
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Ingår i: Language Learning & Technology. - Honolulu : University of Hawaii * National Foreign Language Resource Center. - 1094-3501. ; 20:3, s. 80-106
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Tidskriftsartikel (refereegranskat)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.
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| 3. |
- Messina Dahlberg, Giulia, et al.
(författare)
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Understanding glocal learning spaces : an empirical study of languaging and transmigrant positions in the virtual classroom
- 2014
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 39:4, s. 468-487
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Tidskriftsartikel (refereegranskat)abstract
- The use of digital tools like computers and tablets in institutional learning arenas give rise to forms of flexibility where time and space boundaries become diffuse. Online learning sites are understood as being crucial today, especially in large parts of the Global North, where anyone anywhere potentially can become a student and have access to educational opportunities. This study focuses on the analysis of recorded sessions, part of an “Italian for (adult) beginners” online course. Our interests relate to accounting for how students negotiate different language varieties, including modalities, and how communication in virtual learning settings enables both flexible participation trajectories and identity positions in and across the boundaries of time and space.The sociocultural and dialogical analyses here are framed in terms of fluidity of “glocal” positions and (trans)languaging that emerge in and across time and space in Technology Mediated Communication. Our findings suggest that online environments support meaning-making where it is possible to identify alternative ways of (co)constructing and mediating learning. Such hybridity as well as the performative character of learning and identity display have important implications for online glocal communities.
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| 4. |
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| 5. |
- Gynne, Annaliina, 1980-, et al.
(författare)
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Practiced linguistic-cultural ideologies and educational policies : A case study of a "bilingual Sweden Finnish School"
- 2016
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Ingår i: Journal of Language, Identity & Education. - : Informa UK Limited. - 1534-8458 .- 1532-7701. ; 15:6, s. 329-343
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Tidskriftsartikel (refereegranskat)abstract
- This article explores linguistic-cultural ideologies and educational policies as they emerge and are negotiated in everyday life in a bilingual school setting, located in the geopolitical spaces of Sweden. Taking sociocultural theory and discourse analysis as points of departure, we focus on empirical examples of classroom interaction and locally established formal policing. Linguistic-cultural ideologies and educational policies that frame life at the school are investigated by employing nexus analytical methods, focusing on social (inter)actions through which a number of locally and nationally relevant discourses circulate. Our findings indicate that refocusing ideology and policy research from the lens of a practiced perspective allows the situated and distributed nature of everyday life to inform issues related to bilingualism as well as their relations to wider societal discourses. Furthermore, our analysis highlights the crucial role of educators in (re)locating bilingual education in its societal contexts as well as making these connections visible in classrooms.
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| 6. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Learning on-the-go in institutional telecollaboration : Anthropological perspectives on the boundaries of digital spaces
- 2015
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Ingår i: Researching Language Learner Interaction Online. - Texas State University : CALICO. - 9780996316507
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Bokkapitel (refereegranskat)abstract
- As Digitally Mediated Communication increasingly becomes a dimension of everyday life across the globe, a greater number of individuals have access to newer ways of engaging in learning practices on-the-go. Learning here, i.e. in institutionalized educational settings like the videoconferencing program Adobe Connect explicitly can be conceptualized in terms of participation in distributed networks of relationships across both physical geopolitical as well as virtual spaces.The study presented here is interested in (i) examining the nature of languaging ‘in situ’ in digital institutional learning settings like virtual classroom, including the types of practices that unfold at the boundaries of different glocal communities, and (ii) throwing light upon the relationship(s) between the openness and parallel closure of online glocal spaces. We draw upon ethnographic data from a project at the CCD[1] research group in Sweden. Our anthropologically framed study takes sociocultural and postcolonial perspectives as points of departure and focuses upon screen recordings of online sessions of an Italian for Beginners course (80 hours) offered by a Swedish university.Sociocultural and postcolonial perspectives on culture, language and identity allow us to empirically investigate how students in cyber communities negotiate and co-construct SpaceTime as a single dimension during the institutionally framed agenda of an online language course focused in this study. We argue that in order to understand and empirically study such encounters (or sites of engagement) it is fruitful to use the epistemological lenses of TimeSpace as well as the postcolonial concepts of Third Space and Hybridity. This allows us an analytical shift in focus, from what happens inside a space or a community, to what occurs at the boundaries, in-between (virtual) spaces.Our results highlight the need to focus the distributed-discursive and the discursive-technological constitution of participants’ worlds i.e. humans-in-concert-with-artifacts in the shared space(s) of the virtual classroom, where the boundaries of what is real-tangible and what is curtailed-obscure become both fluid-diffuse and concrete-tangible. Dismantling notions of one nation-one language, facilitated by emerging media practices, it is suggested, also challenges dominant language ideologies based on monolingual-monomodal communication.[1]www.oru.se/humus/ccd/
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| 7. |
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| 8. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Language, Identity and Technologies in Classrooms for the Differently-Abled
- 2015
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Ingår i: Communication Disorders, Deaf Studies & Hearing Aids. - : OMICS Publishing Group. - 2375-4427. ; 3:4
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This paper reports upon some of the overarching findings from project CIT (www.oru.se/project/cit) at the CCD research network based environment in Sweden. It highlights the ways in which individuals and institutions both use and also account for the roles that technologies, particularly hearing-technologies (like sound amplifying technologies, outer ear hearing aids, cochlear implants, bone anchored hearing aids etc.), play in disabling and enabling access for participation in societal arenas generally and learning in mainstream and segregated school settings particularly. Taking both a sociocultural oriented perspective and a decolonial framework on communication, identity positions and use-of-technologies, the study presented in this paper focuses ethnographically framed analysis of data that critically explores the role that different types of technologies play in the lives of individuals who are deaf. Some previous and ongoing analysis of data from a mainstream school where a blind child is a member is also drawn upon for contrastive purposes (JC project). Data and relevant findings from the following parallel Deaf Studies projects at CCD are also drawn upon: RGD project, SS project and LISA-21 project.
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| 9. |
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| 10. |
- Gynne, Annaliina, 1980-, et al.
(författare)
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Languaging in the twenty-first century : exploring varieties and modalities in literacies inside and outside learning spaces
- 2015
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 29:6, s. 509-526
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Tidskriftsartikel (refereegranskat)abstract
- The study presented in this paper focuses on young people’s languaging, or ways-with-being-with-words, including literacies, in everyday practices that stretch across formal and informal learning spaces. Taking sociocultural and ethnographic points of departure, the aim of the study is to investigate aspects of young people’s situated and distributed ways of engaging in knowledge production in academic “writing” genres, as well as their agency in relation to pedagogic goals as administered by teachers in these practices. Through analysis of data sets consisting of field notes, video recordings and particularly literacy data, the study presents analysis of three cases of students’ work in project-based learning and instructional tasks inside and outside a ‘bilingual-bicultural’ school setting. The paper puts forth a multi-dimensional analysis of communicative and learning practices and suggests refocusing scholarly interests of ‘multilingualism’ towards an examination of different dimensions of modalities and language varieties in languaging practices. The findings indicate that student agency is central in contributing to the shaping of the nature of their languaging across the interrelated dimensions of time and space. Furthermore, this study suggests that pedagogical practices in language, including literacy, classes need to be transformed and recontextualized in order to embrace student agency.
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