Young L2-learners' meaning-making in engaging in computer-assisted language learning
This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL). The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication. In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.
Blackledge, A. & Creese, A. (2010). Multilingualism. New York: Continuum International Publishing Group.
Blackledge, A. & Creese, A. (2017). Translanguaging and the body. International Journal of Multilingualism, 14(3), 250–268. https://doi.org/10.1080/14790718.2017.1315809
Block, D. & Cameron, D. (2002). Globalization and Language Teaching. London: Routledge. https://doi.org/10.4324/9780203193679
Blommaert, J. (2011). Language and Superdiversity. Diversities (Vol. 13). Retrieved from www.unesco.org/shs/diversities/vol13/issue2/art1
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/77-101. 10.1191/1478088706qp063oa
Buendgens-Kosten, J. (2018). Multilingual computer assisted language learning. Bristol: Multilingual Matters. https://doi.org/10.21832/BUENDG1480
Chan, T. W. (2013). Sharing sentiment and wearing a pair of “field spectacles” to view classroom orchestration. Computers and Education, 69, 514–516. https://doi.org/10.1016/j.compedu.2013.04.011
Chapelle, C. A. (2001). Computer Applications in Second Language Acqusition Foundations for teachning, testing and research (4th ed.). Cambridge: Cambridge University Press.
Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. Routledge.
Currie, B. (2016). Transforming Lessons With Technology. Kappa Delta Pi Record, 52(1), 17–21. https://doi.org/10.1080/00228958.2016.1123040
Dicks, B., Soyinka, B. & Coffey, A. (2006). Multimodal ethnography. Qualitative Research, 6(1), 77–96. https://doi.org/10.1177/1468794106058876
Flewitt, R. (2011). Bringing ethnography to a multimodal investigation of early literacy in a digital age. Qualitative Research, 11(3), 293–310. https://doi.org/10.1177/1468794111399838
García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.), Multilingual Education for Social Justice: Globalising the local (pp. 128–145). New Delhi: Orient Blackswan.
García, O. & Kleifgen, J. A. (2019). Translanguaging and Literacies. Reading Research Quarterly. https://doi.org/10.1002/rrq.286
García, O. & Wei, L. (2014). Translanguaging. London: Palgrave Macmillan UK. https://doi.org/10.1057/9781137385765
Hofslundsengen, H., Magnusson, M., Svensson, A. K., Jusslin, S., Mellgren, E., Hagtvet, B. E. & Heilä-Ylikallio, R. (2020). The literacy environment of preschool classrooms in three Nordic countries: challenges in a multilingual and digital society. Early Child Development and Care, 190(3), 414–427. https://doi.org/10.1080/03004430.2018.1477773
Honeyford, M. A. (2013). The simultaneity of experience: cultural identity, magical realism and the artefactual in digital storytelling. Literacy, 47(1), 17–25. https://doi.org/10.1111/j.1741-4369.2012.00675.x
Jewitt, C. (2009). Introduction. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 1–7). Abingdon: Routledge.
Kress, G. R. & Van Leeuwen, T. (2001). Multimodal discourse : the modes and media of contemporary communication. Arnold.
Kusters, A., Spotti, M., Swanwick, R. & Tapio, E. (2017). Beyond languages, beyond modalities: transforming the study of semiotic repertoires. International Journal of Multilingualism, 14(3), 219–232. https://doi.org/10.1080/14790718.2017.1321651
Lantz-Andersson, A. & Säljö, R. (2014). Lärare i den uppkopplade skolan. Malmö: Gleerup.
Lee, J., Son, J. & Settle, Q. (2016). Exploratory writing in student learning. International Journal of Fashion Design, Technology and Education, 9(1), 9–15. https://doi.org/10.1080/17543266.2015.1099167
Martin-Beltrán, M. (2010). The two-way language bridge: Co-constructing bilingual language learning opportunities. Modern Language Journal, 94(2), 254–277. https://doi.org/10.1111/j.1540-4781.2010.01020.x
Migrationsverket. (2016). Applications for asylum received, 2015. Retrieved from https://www.migrationsverket.se/download/18.7c00d8e6143101d166d1aab/1485556214938/Inkomna ansökningar om asyl 2015 - Applications for asylum received 2015.pdf
O’Mara, B. & Harris, A. (2016). Intercultural crossings in a digital age: ICT pathways with migrant and refugee-background youth. Race Ethnicity and Education, 19(3), 639–658. https://doi.org/10.1080/13613324.2014.885418
Pacheco, M. B. & Miller, M. E. (2016). Making Meaning Through Translanguaging in the Literacy Classroom. Reading Teacher, 69(5). https://doi.org/10.1002/trtr.1390
Pacheco, M. B. & Smith, B. E. (2015). Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom. Bilingual Research Journal, 38(3), 292–312. https://doi.org/10.1080/15235882.2015.1091051
Phiri, L., Meinel, C. & Suleman, H. (2016). Streamlined orchestration: An orchestration workbench framework for effective teaching. Computers and Education, 95, 231–238. https://doi.org/10.1016/j.compedu.2016.01.011
Rowe, D. W. & Miller, M. E. (2016). Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds. Journal of Early Childhood Literacy, 16(4), 425–472. https://doi.org/10.1177/1468798415593622
Rowe, L. W. (2018). Say It in Your Language: Supporting Translanguaging in Multilingual Classes. Reading Teacher, 72(1), 31–38. https://doi.org/10.1002/trtr.1673
Sofkova Hashemi, S. (2017). Socio-semiotic patterns in digital meaning-making: semiotic choice as indicator of communicative experience. Language and Education, 31(5), 432–448. https://doi.org/10.1080/09500782.2017.1305396
Statistikmyndigheten SCB. (2020). Utrikes födda i Sverige. Retrieved January 3, 2020, from https://www.scb.se/hitta-statistik/sverige-i-siffror/manniskorna-i-sverige/utrikes-fodda/
Toohey, K., Dagenais, D., Fodor, A., Hof, L., Nuñez, O., Singh, A. & Schulze, L. (2015). That Sounds So Cooool: Entanglements of Children, Digital Tools, and Literacy Practices. TESOL Quarterly, 49(3), 461–485. https://doi.org/10.1002/tesq.236
Vetenskapsrådet. (2017). God forskningssed. Stockholm.
Westby, C., Burda, A. & Mehta, Z. (2003). Asking the Right Questions in the Right Ways. The ASHA Leader, 8(8), 4–17. https://doi.org/10.1044/leader.FTR3.08082003.4
Yin, R. K. (2009). Case study research : design and methods (4th ed.). California: SAGE Publications.
Zapata, A., Valdez-Gainer, N. & Haworth, C. (2015). Bilingual Picturebook Making in the Elementary School Classroom. Language Arts, 92(5), 343–358. http://www.jstor.org/stable/24577591
Metrics powered by PLOS ALM
- There are currently no refbacks.
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
Universitat Politècnica de València
e-ISSN: 1695-2618 http://dx.doi.org/10.4995/eurocall