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- Cornillie, Frederik, et al.
(författare)
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"There's always an option" : Collaborative Writing of Multilingual Interactive Fanfiction in a Foreign Language Class
- 2021
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Ingår i: CALICO journal. - : Equinox Publishing. - 0742-7778 .- 2056-9017. ; 38:1, s. 17-42
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Tidskriftsartikel (refereegranskat)abstract
- In the digital wilds, thriving storytelling practices (often in transcultural and multilingual contexts) share with Maker culture a belief in learning through doing, bricolage, collaboration, and playfulness. Key examples are fanfiction, a form of creative writing that transforms popular media in some way, and interactive fiction, a form of nonlinear narrative that verges on the world of gaming. This paper documents a pedagogical intervention carried out within the FanTALES project, which leverages creative writing and meaning-making practices from the digital wilds, in order to develop teaching and learning activities that engage secondary school learners in the writing of multilingual interactive fanfiction. Adolescent learners of English as a foreign language (N=21) wrote multilingual interactive fanfiction based on the digital game series Assassin's Creed. Qualitative content analysis of focus groups with these learners suggests that they experienced intrinsic motivation and developed skills in language and storytelling as well as transversal competences. They also dealt with a lowered sense of autonomy due to the open-endedness of the tasks, and struggled with a lack of sufficient knowledge about storytelling practices and the source text, as well as with project management. Potential improvements for the pedagogical implementation include more scaffolding of the tasks, and better integration with curriculum and assessment.
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| 2. |
- Hell, Anna, et al.
(författare)
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Swedish as a Second Language Teachers' Perceptions and Experiences with CALL for the Newly Arrived
- 2021
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Ingår i: CALICO journal. - : Equinox Publishing. - 0742-7778 .- 2056-9017. ; 38:2, s. 202-221
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Tidskriftsartikel (refereegranskat)abstract
- The use of digital technology in the subject of Swedish as a second language (SSL) has increased in recent years. Schools in Sweden have received many newly arrived students due to the migration situation prevailing in contemporary European society. This article shares the findings of a study carried out on six SSL teachers' perceptions and experiences of using digital technology for SSL with newly arrived students. Participants' responses to interview questions were analyzed using thematic analysis. The findings indicated the following: participants negotiated the digital tools as an entry ticket for the newly arrived students to become engaged with the teaching, to support literacy development, and to aid communication. The findings also underscore the challenges that respondents struggled with in teaching using digital technology. Results suggest that although digital technology is a regular part of Swedish education, there is no clear research-based framework for computer-assisted language learning (CALL) in SSL education or teacher education that teachers can rely on, meaning that it is up to teachers themselves to uncover relevant uses of digital technology to support SSL teaching.
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| 3. |
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| 4. |
- Sauro, Shannon
(författare)
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Online fan practices and CALL
- 2017
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Ingår i: CALICO journal. - : Calico. - 0742-7778 .- 2056-9017. ; 34:2, s. 131-146
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Forskningsöversikt (refereegranskat)abstract
- This article provides a narrative overview of research on online fan practices for language and literacy learning, use, and identity work. I begin with an introduction to online fan communities and common fan practices found in these online affinity spaces, the best known of which is fan fiction, fictional writing that reinterprets and remixes the events, characters, and settings found in popular media. I then look to other online fan practices that have been explored in language and literacy learning research such as fan-subbing and scanlation, amateur subtitling and translation of popular media carried out by individual or teams of fans. Finally, this article concludes by looking to research that has begun to explore the integration of fan practices found in the digital wilds into the language classroom as a way to illuminate how our growing understanding of online fan practices can motivate the design of computermediated tasks or the integration of social media into formal language teaching.
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