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The Role of Multiliteracy and Telecollaboration in Language Learning

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The Role of Multiliteracy and Telecollaboration in Language Learning © 2019 JETIR March 2019, Volume 6, Issue 3 www.jetir.org (ISSN-2349-5162) The Role of Multiliteracy And Telecollaboration in Language Learning S.Ammu Ph.D Research Scholar (Part Time) & Assistant Professor of English, Mount Zion College of Engineering & Technology, Pudukkottai, E-Mail: [email protected] Dr.L.D.Easter Raj Densingh Research Supervisor & Assistant Professor of English H.H.The Rajah’s College(Autonomous) Pudukkottai. Abstract: In language learning contexts, telecollaboration is understood as internet- based intercultural exchange between people of different cultural/national backgrounds set up in an institutional context with the aim of developing both language skills and intercultural communicative competence. Generally students interact with one another on ‘safe’ topics and subsequently reflect on and discuss their interactions with teachers and peers. As will become evident in this short paper, there are some milestones in the development of this tradition, which we will be briefly touches upon, in an attempt to reveal the importance of research in the selection and implementation of the optimal methods and techniques for language teaching and learning. Introduction: ‘Communication’ is one of the primary purposes behind language teaching which greatly influenced ELT during the third phase. The preparation of curriculum and text books, evaluation was based on this premise. Initiation of new language learning theories lead to the Communicative Language Teaching (CLT) which became the most acceptable language teaching method for ELT professionals. New text books became a necessity because both learners and teachers wanted activities related to real-life experiences and communication. Two categories of English language learners are identified by Van Ek (1980): the first group was general threshold level, who has a basic need of English language. The teaching materials and teaching method should help them achieve it. The second category of learners required English for special purposes (ESP). Various branches originated from ESP like, English for Academic Purposes (EAP), English for Occupation Purposes (EOP), English for Science and Technology (EST), etc. The English language teaching tradition has been subject to tremendous changes, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practiced, in various adaptations, in language classes all around the world for centuries. JETIRAG06011 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 43 © 2019 JETIR March 2019, Volume 6, Issue 3 www.jetir.org (ISSN-2349-5162) While the teaching of Maths or Physics, and their methodology of teaching Maths or Physics, has, to a greater or lesser extent, remained the same. This is hardly the case with English or language teaching in general. Multiliteracy: Multiliteracies is a term coined in the mid-1990s by the New London Group and is an approach to literacy theory and pedagogy which expanded the traditional language-based view of literacy to take into account the many linguistic and cultural differences in society. The term ‘Multiliteracies’ refers to two major aspects of language use today. The first is the variability of meaning making in different cultural, social or domain- specific contexts. These differences are becoming ever more significant to our communication environment. This means that it is no longer enough for literacy teaching to focus solely on the rules of standard forms of the national language. Rather, the business of communication and representation of meaning today increasingly requires that learners are able to figure out differences in patterns of meaning from one context to another. These differences are the consequence of number of factors, including culture, gender, life experience, subject matter, social or subject domain and the like. Every meaning exchange is cross-cultural to a certain degree. The second aspect of language use today arises in part from the characteristics of the new information and communications media. Meaning is made in ways that are increasingly multimodal—in which written-linguistic modes of meaning interface with oral, visual, audio, gestural, tactile and spatial patterns of meaning. This means that there is need to extend the range of literacy pedagogy so that it does not unduly privilege alphabetical representations, but brings into the classroom multimodal representations, and particularly those typical of the new, digital media. This makes literacy pedagogy all the more engaging for its manifest connections with today’s communications milieu. It also provides a powerful foundation for a pedagogy of synaesthesia, or mode switching. The theory of multiliteracy encourages the engagement with multiple literacy methods – linguistic, visual, audio, gestural, spatial, and multimodal – to learn and communicate. In reading, we don’t just read letters; we understand how they are arranged to convey meaning. In the context of technology, we are no longer just readers; we are users and navigators. “Reading” as an act no longer is simply the comprehension of words but a method of navigating through various methods of understanding. If you think about it, most ways of communicating are multimodal and understanding these kinds of communication involved becomes a multiliterate experience: speaking is both linguistic and auditory, while body language is at once gestural, visual, and spatial. In the context of engineering, “reading” math uses spatiality as well as linguistics and visuals. JETIRAG06011 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 44 © 2019 JETIR March 2019, Volume 6, Issue 3 www.jetir.org (ISSN-2349-5162) Being multiliterate is not anything new; what is new, however, is how technology, like the multimodality of the Internet, brings these literacies and people together. Online social networking promotes flexibility with various types of (often collaborative) communications, such as YouTube, Vimeo, Twitter, Facebook, wikis, and so on. Due to the regular contributions on these online multimodal tools, it is generally expected—in the workforce, in the classroom— that we become adaptable and receptive problem-solvers through a diverse means of communication. The best way to promote this functionality is through multiliterate learning. Telecolloboration: Telecollaboration in language learning contexts is internet-based intercultural exchange between groups of learners of different cultural/ national backgrounds set up in an institutional blended-learning context with the aim of developing both language skills and intercultural communicative competence. The goal for language learners is to become intercultural speakers or mediators who possess the linguistic skills and intercultural awareness necessary to allow them to interact effectively in a foreign language with people from cultures that are different from their own. Traditionally, telecollaboration exchanges are bilingual and based on the concept of nationally defined cultures. However, it is becoming increasingly difficult to make this distinction between two ‘national’ cultures as even in binational exchanges the students involved may be from a variety of national, cultural, and linguistic backgrounds. A more recent trend is to carry out exchanges using English as a lingua franca (ELF) between non- native speakers of English with a focus on different cultural perspectives on local and global issues. Telecollaboration is based on a sociocultural view of language learning, whereby learning takes place in social contexts through interaction and collaboration. It is a blended approach, with the online environment providing the ‘field’ for experiential learning and the classroom a place where guided critical reflection takes place and where teachers provide ongoing scaffolding for learning. For researchers, a sociocultural approach sees the learner as ‘situated’ in social, institutional, and cultural settings that need to be considered in order to better understand if and how learning takes place. In this paper, we focus on task design for telecollaboration and how this can take into account the online environments and tools used and the online literacies required of learners. Telecollaboration projects have evolved from written and asynchronous communication such as email or discussion forums to multimodal environments that offer both synchronous and asynchronous communication and oral, written, and media-sharing communication among learners. Researchers and practitioners argue that these new modes of online communication, rather than serve as ‘practice’ for real-life communication or poor JETIRAG06011 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 45 © 2019 JETIR March 2019, Volume 6, Issue 3 www.jetir.org (ISSN-2349-5162) substitutes for study abroad, are high-stakes contexts in themselves. These new environments offer affordances and constraints for language learning that are different from face-to-face classroom contexts and thus need to be taken into account in task design. In language learning contexts, there has been some recognition of the importance of multiple literacies for successful learning, particularly in online contexts but there has been little investigation of how to include literacies development in task design for telecollaboration. The three dimensions the operational, cultural, and critical suggested by Lankshear and Knobel can be adapted to the telecollaboration
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