Toward langua-technocultural competence | Culture and communication in digital worlds

Author(s): Shannon Sauro, Carol A. Chapelle

Year of publication: 2017

Keywords: Second language teaching, Multimodal language abilities, Innovative pedagogy, Language learning research, Langua-technocultural competence, Digital familiarity, Learner diversity, Contextual learning, 21st-century skills, Teacher development

Methodology/Sample: _/_

Reference: Sauro, S., & Chapelle, C. A. (2017). Toward langua‐technocultural competence. In S. Sauro & C.A. Chapelle (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Wiley. https://doi.org/10.1002/9781118914069.ch30

Abstract

The chapters in the Handbook present new ideas, practices, and needs affecting second language teaching. This chapter culls three fundamental themes developed across the chapters: (1) multimodal language abilities need to be taught and investigated to engage with the reality of the world in which students learn and use language; (2) the continuously innovative nature of language teaching and learning needs to be grasped by teachers; and (3) research needs to play an integral role in the changing landscape of second language teaching and learning. The chapter also argues that 21st-century L2 language users, learners, teachers, and researchers are increasingly diverse and varied in their needs, goals, and digital familiarity thus requiring that future research look beyond current approaches and learner populations to explore the intersection of learner, context, and technology that defines the langua-technocultural competence that language users need today.

> Summary

The Handbook highlights significant advances in technology impacting language teaching and learning.
It emphasizes the multimodal nature of language abilities essential for modern education.
Continuous innovation in language teaching is crucial for educators’ self-conception.
Research plays an integral role in adapting to the evolving landscape of language education.
The chapters collectively illustrate the excitement and possibilities in second language teaching with technology.

> Problem statement

The paper discusses challenges in language teaching and learning due to technological limitations in communication and understanding across cultures.
It highlights the inadequacy of translation devices in conveying culturally specific meanings and metaphors.
The need for teaching cultural histories and perspectives to facilitate effective communication is emphasized.
The paper calls for ongoing innovation in language teaching to address the evolving landscape of technology and communication.
It identifies the link between language, culture, and technology as crucial for future language education.

> Methods used

The paper discusses various research methods, including experimental, quasiexperimental, case study, discourse analysis, and ethnography.
Mixed methods are also utilized within single studies to address diverse research questions.
The choice of research methods is linked to the underlying pedagogy and languaculture of the instruction.
Evaluation studies are characterized by a range of rationales and evidence to support claims.
Validity arguments are formed based on the nature of evidence sought in research methods.
The abstract highlights the importance of innovative methods in understanding language teaching and learning.

> Practical implications

The paper emphasizes the need for updated technology-integrated language teaching approaches to enhance multimodal communication skills.
It highlights the importance of research being integral to teaching and learning in CALL environments.
Teacher education must foster enthusiasm for innovation to effectively utilize technological tools in language instruction.
The findings suggest that blended learning approaches are likely to continue, necessitating attention to specific tools and tasks.
The paper advocates for continuous revision of teaching and assessment choices based on multimodal communication findings.
It underscores the significance of developing a comprehensive understanding of technological affordances in language learning.