To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230720T131520230720T1615Europe/Amsterdam[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages educationHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Developing a plurilingual perspective in language assessment
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 14:15:00 UTC
Recently proposals have begun to be made for a plurilingual perspective on assessment but the idea of what constitutes plurilingualism in assessment remains under-developed. For some authors, it is simply a recognition that language assessment takes place in multilingual contexts; such a view however, does not draw on or develop learners' multilingualism in the assessment process. For Shohamy (2011), there are at least two senses: (1) enabling learners to use all the languages in their repertoire to demonstrate their knowledge and (2) the notion of 'multilingual functioning', which suggests an understanding of the students' capability to mediate/function successfully in the actual exchange of meanings across languages and cultures. We argue that learners in the context of learning and using additional languages are developing specific capabilities that we call multilingual and 'intercultural', seeking to reference the reality of moving between languages and cultures. In doing this we will consider the reality of plurilinguality in educational, and life environments and the need for plurilinguality and interculturality to be captured in assessment through an elaborated conceptualisation of the nature of plurilingual and intercultural practices in the interpretation, creation and exchange of meanings. In thinking through plurilingual assessment in the context of additional language learning it becomes clear that a plurilingual orientation to assessment is a pluralistic endeavour that attends to the contextualisation of students, their languages, and their language learning. What assessment looks like will vary according to which languages are in play, for which purposes they are being assessed, and for which purposes they are being learned. It involves an ecological understanding of the languages that students bring to their learning and to the assessment and how these languages are understood and valued within local linguistic ecologies of society and schooling. This ecology establishes the setting in which the assessment is undertaken and in which the students' work is assessed. Plurilingual assessment therefore depends on the type of program and the purposes of assessment; it is not a unitary phenomenon with a single assessment architecture. It also becomes clear that the conceptualisation of the construct needs to be revisited to tease out the implications of the diversity of assessment and how plurilingual capabilities are best understood in the context in which the assessment occurs. This conceptualisation needs to go beyond questions of plurilingual 'performance' to include how the processes of communicating in and through languages is recognised, understood, and mediated by learners in their learning and in their communication. This requires a more expansive view of assessment that dislodges long-established assessment practices to open spaces for new ways of understanding both the what and the how of plurilingual and intercultural assessment.
Investigating the Role of Intercultural Mediators in the Legitimate Peripheral Participation of Students on Short-Term Study Abroad
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 14:15:00 UTC
In a study informed by Lave and Wenger's (1991) Situated Learning Theory and their notion of legitimate peripheral participation, Chan and Chi (2017) found that short-term study abroad had a positive impact on the intercultural development of Korean language learners. The study abroad programme – including its language and culture courses, as well as planned interactions with and incidental encounters in the local community – benefited learners in the development of the knowledge, attitudes and skills for the cultivation of critical cultural awareness and intercultural competence. Of crucial importance for such development are the learners' legitimate peripheral participation and their interactions with members of the target language community (such as their local student buddies and host families). The study reported in this presentation builds upon the foundation and findings of Chan and Chi (2017) and seeks to collect data through questionnaires, journal reports, interviews and observations. Through the analysis of the mainly qualitative data, the researchers aim to illuminate the roles of those significant others in the target language community who provide vital support for the learners' legitimate peripheral participation and culture learning. In particular, the study will focus on if and how their interventions, planned or incidental, can trigger and scaffold the learners' self-mediational processes to make sense of new cultural experiences and construct new cultural meanings, as well as to critically reflect on self, the target language culture and their native culture. Reference: Chan, W. M., & Chi, S. W. (2017). In-country language immersion and the development of Korean language learners' intercultural competence. International Journal of Korean Language Education, 3(2), 1–36.
Brazilian and Peruvian Nikkei families: plurilingual repertoires, family language maintenance, and multiple identities in Japanese society
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 14:15:00 UTC
Several studies have analyzed the languages, identities, and social integration of Nikkei Japanese migrants, primarily from Brazil and Peru, who have settled in Japan as a result of changes in the Japanese immigration system that encouraged the migration to Japan of "ethnic Japanese" from Latin America: (e.g., Hirataka, Koishi, & Kato, 2000; Serrano & Shibuya, 2019; Lagones, 2021). We build upon these and other studies by analyzing how Spanish and Portuguese languages find a place in plurilingual repertoires in intergenerational Brazilian and Peruvian Japanese families living in Japan. We present two research questions: How do participants use Spanish and Portuguese in their daily lives in Japanese society?How are powerful social discourses and identities negotiated through plurilingualism in intergenerational families?We understand multi-/plurilingual practices within families as a coming together of external factors and discourses and internal beliefs, practices, and differences between generations (Spolsky, 2012). And it is through these multigenerational practices that individuals employ plurilingual repertoires that are: uneven in terms of competence, fluid along life paths, closely related to social context and pluricultural competence, and that range from mixing languages hybridly to dual monolingualism with little mixing and borrowing (Coste, Moore, & Zarate, 1997, 2009; Coste & Simon, 2009; Marshall, 2021; Marshall, Moore, & Himeta, 2020). Data were collected via interviews with family members about their language practices and identities: with parents and grandparents whose dominant languages were Spanish and Portuguese and whose competence in spoken and written Japanese was often limited, and with their adult and younger children who have been educated in Japanese secondary and tertiary education.
References
Coste, D., Moore, D., & Zarate, G. ([1997] 2009). Compétence plurilingue et pluriculturelle. Strasbourg: Conseil de l'Europe. Reprinted in English, 2009 as Plurilingual and pluricultural competence. Strasbourg: Council of Europe. https://rm.coe.int/168069d29b Coste, D., & Simon, D. L. (2009).The plurilingual social actor. Language, citizenship and education. International Journal of Multilingualism, 6(2), 168–185. Lagones, J. (2021). Migration and Settlement of First-Generation Japanese–Peruvians and the Educational Challenges of Second-Generation Nikkei in Japan. In Education and Migration in an Asian Context (pp. 67-91). Springer, Singapore. Hirataka, F., Koishi, A. & Kato, Y. (2000) 'On the Language Environment of Brazilian Immigrants in Fujisawa City'. In M. G. Noguchi & S. Fotos (Eds) Studies in Japanese Bilingualism. Clevedon: Multilingual Matters. Marshall, S. (2021). Plurilingualism and the tangled web of lingualisms. In The Routledge Handbook of Plurilingual Language Education (pp. 46-64). Routledge. Marshall, S., Moore, D., & Himeta, M. (2021). French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 24(1), 181-204. policies. International Journal of Bilingual Education and Bilingualism, 16(2), 195-209. Serrano, D., & Shibuya, M. (2019). The Identity Perception among Young Japanese Brazilians Living in Japan: A Case Study about Learners of Portuguese as Heritage Language. 奈良教育大学紀要. 人文・社会科学= Bulletin of Nara University of Education. Cultural and Social Science, 68(1), 33-50. Spolsky, B. (2012). Family language policy–the critical domain. Journal of Multilingual and Multicultural Development, 33(1), 3-11.
Presenters Mariko Himeta Professor, Faculty Of Foreign Languages, Daito Bunka University
Pluriculturalism and Identity Development: Cases from Foreign Language In-Country Immersion
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 14:15:00 UTC
In today's highly globalised and connected world, cross-cultural communications and interactions have increased exponentially. At the same time, historical and geopolitical developments such as the creation and expansion of the European Union and mass migrations have made societies more multicultural. These developments have made intercultural competence, plurilingualism and pluriculturalism important attributes and educational goals for peoples of today. Foreign language education provides a key means of cultivating and developing these attributes. The exposure to new languages and cultures mediates the construction of new cultural meanings as well as reflections of one's own cultural framework and self (Liddicoat & Scarino, 2013). Research has argued that such mediation processes can, in turn, lead to the transformation of one's identity (Lave & Wenger, 1991), and its re-construction through the assimilation of new values and practices (Chan & Klayklueng, 2018). This presentation reports on qualitative research that collected and analysed reflective journal and interview data from participants of in-country language immersion programmes in France, Germany, Japan, South Korea, Taiwan and Thailand. The findings indicate that exposure to and interactions with the target language cultures during the immersions can promote a greater awareness, the critical re-examination and re-construction of one's identity, and the development of a stronger pluricultural consciousness. To conclude the presentation, implications for practical practices and future research will be discussed. References: Chan, W. M., & Klayklueng, S. (2018). Critical cultural awareness and identity development: Insights from a short-term Thai language immersion. Electronic Journal of Foreign Language Teaching, 15(Suppl. 1), 129–147. Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press. Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Chichester: Wiley-Blackwell.
Mariko Himeta
