Learning Community Engagement - Resources

1. Translanguaging in an Infant Classroom: Using Multiple Languages to make meaning

•  Link: https://primo.lib.umn.edu/permalink/f/dkvf4l/TN_cdi_webofscience_primary_000435181400003CitationCount 

• Main Point: This Peer-reviewed article is about the use of translaguaging as a mechanism to support language learning and communication in an infant classroom. 

• Key takeaways, why I selected it, and questions/criticism: I selected this article as a resource for my Wikipedia project. Translaguaging is a new concept that supports the inclusion of languages to enhance understanding. One of the main takeaways from the article is the definition of it: ("translanguaging" to describe the pedagogical practice in which language input and output are deliberately switched to maximize learning in bilingual classrooms") (Garrity, Aquino-Sterling, & Day, 2015). Also, increasing strategies to help students build the meaning of concepts is critical at early stages. In this study, learners use Spanish and English to support understanding and construct meaning. The study also promotes translanguaging as a pedagogical tool to incorporate languages and cultures and enhance education in many ways. Consequently, I would like to merge this pedagogical tool to support the high quality of my technological designs to support immersion schools. 

   2. A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012)

•  Link: https://primo.lib.umn.edu/permalink/f/dkvf4l/TN_cdi_chadwyckhealey_abell_R05289139 

• Main Point:  This peer-reviewed article presents a study between 2003-2012 in Spain to analyze foreign language learning and the support of technology. 

• Key takeaways, why I selected it, and questions/criticism: I selected this article as a part of my Wikipedia project. It is critical to observe how many educators in the process admired the use of technology as a critical tool to support teaching and learning. At the same time, some educators mentioned, "Research thus far has demonstrated that student and teacher perceptions of the use of technology are generally positive, although admittedly a seamless fusion of technological resources into current teaching practices has its challenges." (Dooly & Masats, 2015) One element that comes to my mind is the benefit of using technology to teach a language and incorporate multicultural components to help students be more responsible citizens. Also, the article mentions the disadvantages of the use of technology and the lack of the internet.  Question: Are students only learning about the mainstream culture on their iPads instead of learning about authentic multicultural perspectives?

3. The Mobile Language Learning: Use of Technology in Language Learning

•  Link: https://primo.lib.umn.edu/permalink/f/dkvf4l/TN_cdi_swepub_primary_oai_research_chalmers_se_228762 

• Main Point: This research investigates how students in higher education interact with mobile devices to learn languages.

• Key takeaways, why I selected it, and questions/criticism: I have selected this article to support my Wikipedia Project and broad opportunities to learn more about mobile devices and biliteracy. "The results show that engaging in online communities for learning purposes is increasing and that the participants have a broad view of what can be included in the concept of learning." (Bradley, 2015) Learners can interact with other learners to expand language practice opportunities.  Moreover, learning a language on a mobile device will increase the chance of using multiple languages and images to build a bridge and understand better. Using technology responsibly can lead to a positive multicultural and multilingual learning experience to learn more. 

References

Bradley, L. (2015). The mobile language learner – Use of technology in language learning. J.UCS (Annual Print and CD-ROM Archive Ed.), 21(10), 1269-1282.

Dooly, M., & Masats, D. (2015). A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012). Language Teaching, 48(3), 343-372.

Garrity, S., Aquino-Sterling, C., & Day, A. (2015). Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning. International Multilingual Research Journal, 9(3), 177-196.