Digitally-Mediated Language Learning

With the rise of technology in the classroom, especially with regard to artificial intelligence, there is a growing need for language educators to not only understand the ways in which technology can both help and hinder the learning process, but how it can be successfully integrated. While the notion of technology in the classroom is not foreign to me as a language learner, it poses an interesting and unique challenge as an educator to consider the ways in which technology can be used. In order to best exhibit my knowledge of technology and language education, I am including two artifacts from my time in the Language Teaching Studies program that showcases the experience I have gained in Digitally-Mediated Language Learning. These artifacts include: twenty compiled certificates of achievement attesting to an introductory knowledge on a variety of DMLL topics, as well as a sample classroom activity that promotes the use of technology as a means of discovery learning. These artifacts serve to highlight my knowledge on the use and integration of technology in language learning.

In both the Curriculum and Materials Development (LT 548) and the Measuring Language Ability course (LT 549), much of my knowledge surrounding Digitally-Mediated Language Learning was largely expanded with the completion of 20 online modules. These modules covered a range of topics from incorporating interactive language skills to gamification to incorporating social media in the language learning process. These subjects were of particular interest because they are able to be easily adapted to my future teaching context(s). For example, I learned that there exist a variety of interactive tools that help support interactive language skills. This would include language trees and other corpora-based repositories that allow for self-exploration, audio software like Pink Trombone, and internet-based resources like YouTube and social media sites. Each of these tools provides a unique set of benefits and drawbacks in terms of student learning and help to overall support the goal of language proficiency. Additionally, I was exposed to the idea of “gamification” or the attempt to make certain processes more “game-like” in order to capitalize on student engagement (Reinhardt & Sykes, 2011). I feel that this module was particularly insightful as the use of game theory in language learning is a rapidly growing trend within second language acquisition. While the completion of twenty online modules serves as a solid foundation for introducing and beginning to develop the skills necessary to implement a variety of technological tools, it is by no means complete. In order to fully reap the benefits of these modules, it is important to eventually integrate these methods into my own teaching and to discover and refine ways that they would support the perceived needs of my future students.

In the Design for Learning Language Pragmatics course (LT 538), I had the opportunity to begin to explore the various ways in which Digitally-Mediated Language Learning can be implemented in the language classroom. During this project, I worked with both Ryan Wozniak and Madi Collins to develop a comprehensive in-class activity that would introduce and expand students' knowledge of idioms and their use. This sample activity followed the basic IPIC guideline (AELRC, 2020) for integrating pragmatic skills. In the activity, students were first introduced to the idea of idioms and figurative language before allowing them to make use of Youglish, a Youtube-based tool originally designed to improve pronunciation, to explore idioms for themselves and begin to decipher their meaning and use. This serves not only as a testament of our knowledge concerning technology and language learning, but also demonstrates thoughtful consideration of its integration and how it may best complement lesson design. Overall, I believe the use of Digitally-Mediated Language Learning lends itself exceedingly well to discovery learning methods and can serve as a powerful springboard for introducing new and engaging concepts to students.

Finally, I acknowledge that there remains much to be developed in terms of learning to successfully and masterfully integrate technology into lesson plans, curricula, and activities for the purpose of bolstering student linguistic competency. The pace with which new technology is changed and developed to better suit the dynamic needs of language learners is a challenge that remains elusive due to its very nature, but manageable with practice. The artifacts displayed in this section serve as a snapshot of my knowledge gained through the LTS program, yet this knowledge now must be put into practice to further fully develop this skill within myself as a language educator. Additionally, it is further my responsibility to remain knowledgeable of future developments that may also serve the purposes of language education. All things considered, technology and its integration in the language classroom has proven itself to be a promising and ever-changing tool that brings forth a new set of benefits, drawbacks and challenges that ultimately aim to nurture language skills in learners.

AELRC (2020). Intercultural, Pragmatic, and Interactional (IPIC) Measure. Georgetown University. https://aelrc.georgetown.edu/resources/research-briefs/ipic-research-brief/

Reinhardt, J. & Sykes, J. (2011). Framework for Game-enhanced Materials Development. Tucson, AZ: Center for Educational Resources in Culture, Language, and Literacy.