New Media Language Use and “Bridging Activities”: Implications for Plurilingual Life in a (Partially) Digital World
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This article described a broad research program examining on-line communication and gaming as settings for second language (L2) use and development. The text begins by contextualizing communication technology use within broader demographic, historical, and sociocultural perspectives. Two examples of online interaction are then explored: (1) A case of Internet-mediated intercultural communication that largely occurred outside of instructed L2 classroom settings, and (2) a case study of multi-lingual transcultural communicative activity occurring in the massively multiplayer online game, World of Warcraft. The final section of the article describes a pedagogical framework designed to increase the relevance of instructed foreign language education through the structured juxtaposition of various vernacular digital and more formal analogue genres of language use, an approach I am terming “bridging activities.” In conclusion, an argument is made for continued exploration of new media genres of language use and their selective inclusion into instructed L2 pedagogy, processes, and curricula.
Abstract
This article described a broad research program examining on-line communication and gaming as settings for second language (L2) use and development. The text begins by contextualizing communication technology use within broader demographic, historical, and sociocultural perspectives. Two examples of online interaction are then explored: (1) A case of Internet-mediated intercultural communication that largely occurred outside of instructed L2 classroom settings, and (2) a case study of multi-lingual transcultural communicative activity occurring in the massively multiplayer online game, World of Warcraft. The final section of the article describes a pedagogical framework designed to increase the relevance of instructed foreign language education through the structured juxtaposition of various vernacular digital and more formal analogue genres of language use, an approach I am terming “bridging activities.” In conclusion, an argument is made for continued exploration of new media genres of language use and their selective inclusion into instructed L2 pedagogy, processes, and curricula.
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