Multilingual Computer Assisted Language Learning: (114 Bilingual Education & Bilingualism)

Recent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socialising, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.

Table of Contents:
Judith Buendgens-Kosten and Daniela Elsner: Multilingual CALL: Introduction Multiliteracies and MCALL Chapter 1. Wolfgang Hallet: The Multiple Languages of Digital Communication Chapter 2. Oliver Meyer, Do Coyle and Kevin Schuck: Learnscaping – Creating Next-Gen Learning Environments for Pluriliteracies Growth Multilingual Texts Chapter 3. Sonja Brunsmeier and Annika Kolb: “I like the character, weil er so richtig funny ist” - Reading Story Apps in the Primary EFL Classroom Chapter 4. Daniela Elsner and Judith Buendgens-Kosten: Awareness Of Multilingual Resources: EFL Primary Students' Receptive Code-Switching During Collaborative Reading Chapter 5. Henriette Dausend: This Is How I Say It! Discourse With Tablets among Multilingual Learners Chapter 6. John Michael Alvarez: Über die Grenzen des einsprachigen Habitus: Application of Computer Assisted Language Learning through Home Language Content in Secondary Level Classrooms Chapter 7. Judith Buendgens-Kosten and Daniela Elsner: Playful Plurilingualism? Exploring Language(S) With the Multilingual Serious Game Melang-E Intercomprehension and CALL   Chapter 8. Manuela Pohl: (A) CALL For Slavic Intercomprehension: The Promotion of Minority Languages in the Modern Foreign Language Classroom Chapter 9. Sílvia Melo-Pfeifer: When Non-Romance Languages Break the Linguistic Contract in Romance Languages Chat Rooms: Theoretical Consequences for Studies on Intercomprehension Multilingual Online Exchange and Telecollaboration         Chapter 10. Euline Cutrim Schmid: Developing Plurilingual Competence in the EFL Primary Classroom through Telecollaboration Chapter 11. Antonie Alm: Advanced Language Learners as Autonomous Language Users on Facebook MCALL and Professional Development of Teachers          Chapter 12. Rae Si‘ilata: Multilingual Digital Translanguaging and Storying With New Zealand Pasifika Learners Chapter 13. Heike Niesen: The Use of Teacher Trainees’ Own and Peer Videos for the Introduction of Multilingual-Sensitive Teaching Approaches In Pre-Service Teacher Training Classes Concluding Remarks       Afterword: Gabriela Meier: Learning In Multilingually and Digitally Mediated Spaces: The MCALL Approach 

About the Author :
Judith Buendgens-Kosten is Professor-pro-tem in the Department of English and American Studies at Goethe University Frankfurt, Germany. Her research focuses on CALL in multilingual contexts, language learning with bi- and multilingual media, game-based language learning, multilingual practices in language learning, and dual language books. Daniela Elsner is Professor of foreign language learning and teaching and Director of the Academy of Teacher Education and Research at Goethe University Frankfurt, Germany. Her research focuses on early language learning, bi- and multilingual practices in language learning, multiliteracies, and higher education teaching. 

Review :
Following ‘the multilingual turn’ in SLA and bilingual education approaches, Buendgens-Kosten and Elsner argue cogently for the multicompetences of learners to be acknowledged in CALL. They coin ‘MCALL’ to foreground the pluralism that best reflects the multilingual realities of individual learners, groups and materials. These realities are further highlighted in this collection that shows the breadth of technologies, their affordances and constraints, applied to facilitate the needs and competences of different groups of language learners. This inspiring volume sets the stage for a radical shift in language learning pedagogy. The rich collection of studies draws on a diverse range of multimodal digital technologies to illustrate their potential for establishing exciting multilingual learning environments. MCALL has arrived – a must-read for teachers, teacher educators and researchers everywhere! This inspirational and timely volume demonstrates that we have finally reached a tipping point with respect to the impact of digital technologies on education. In these pages we see the immense potential of new technologies to promote not only learner autonomy but also collaborative learning of languages and academic content both within the classroom and across the globe. This volume takes strides forward to uncover an overlapping while understudied area in both multilingualism and CALL.