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 Outdated drivers can cause compatibility issues with the Dryfta meeting platform.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.
20230719T101520230719T1315Europe/Amsterdam[SYMP29] Dismantling Language Ideologies and Promoting Social Justice in Higher Education Second Language TeachingHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Delegitimizing Traditional Language Instruction: (Digital) Storytelling as a Pedagogical Tool for Spanish Language Pedagogy
Oral Presentation[SYMP29] Dismantling Language Ideologies and Promoting Social Justice in Higher Education Second Language Teaching10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
The aim of this presentation is to showcase several pedagogical interventions that highlight how Open Digital Pedagogies could facilitate the expansion of Spanish teaching and learning beyond the classroom where students can be thought of as knowledge creators, having an audience and an impact on their institutions and/or communities.
By moving beyond the traditional final written text-based essay, composition, or presentation and using (digital) storytelling as a pedagogical tool, students assume an active research role, reflect on what it means to have a public voice, and analyze the relationship between knowledge production and social change. Students, as knowledge producers, active critical thinkers, and researchers, link scholarship to their local communities, and are able to reflect on the multilingual and multiethnic cultural identities, and engage in a meaningful way within the public outside the classroom.
The potential of storytelling as a public-facing project allows students to explore, examine and question the linguistic, ethnic, and racial identities of the Latinx community in their neighborhoods and share the final product with a broader audience. These experimental, collaborative, creative, and innovative pedagogical interventions provide students with a unique opportunity to consider the production of language and symbolic meaning through (digital) storytelling.
Academic structural organizations are always subjected to power dynamics, and Foreign/Modern/World Languages Departments are no exception. Despite the label chosen to name this scholarly field most traditional paradigms consider languages as monolithic social constructs. A differential paradigm within the convergence of Modern Languages and Digital Humanities must stress an Open Critical Pedagogy, and abandon the artificial dichotomy language courses vs. content courses: it is counterproductive to think about language without considering the social and cultural context in which it is (re)produced.
Language teaching requires critical consideration of historical and social contexts. Pedagogical models and instructional materials for language teaching have been found to lack these aspects. Textbooks overlook cultural and linguistic differences and provide content that guides instructors towards more traditional, banking models of education (Hortiguera 2011; Leeman & Martínez 2007; Zaidi 2010). These language teaching methods have traditionally given priority to grammar-based language material as they envision students as knowledge consumers (Freire, 1994). This methodology in language instruction tends to privilege the core skills through attention to grammar, vocabulary, and culture, with little or no attention to metalinguistic issues and the political nature of language itself (del Valle, 2014; Leeman, 2014).
This academic convergence of Modern Languages and Digital Humanities from a critical lens fosters open teaching and learning practices in which interdisciplinary collaborations (sociolinguistics, linguistic anthropology, among others) are encouraged. Moreover, it emphasizes that language(s) are more than a simple set of linguistic norms and critical approaches to teaching languages must recognize that these norms are based on social consensus. Although our social practices tend to normativity, our pedagogical practices must question them.
Considering the context of my presentation, within the US, Spanish is not a foreign language. Approaches that externalize, exoticize, and romanticize Spanish are inadequate to meet the needs of students who move daily through Spanish-speaking spaces. By engaging with Open Critical Pedagogy frameworks (DeRosa & Jhangiani 2017), these student-driven approaches go beyond simply acquiring linguistic skills and motivate students to be active critical thinkers.
Bibliography: del Valle. J. (2014). The Politics of Normativity and Globalization: Which Spanish in the Classroom?. The Modern Language Journal, 98, 1, 358-372. DeRosa, R. & Jhangiani R. "Open Pedagogy." A Guide to Making Open Textbooks with Students, The Rebus Community for Open Textbook Creation, 2017. Freire, P. (1994). Pedagogy of the oppressed (revised). New York: Continuum. Hortiguera, H. (2011). "They are a very festive people!" El Baile perpetuo: comida, arte popular y baile en los videos de enseñanza de español como lengua extranjera. Razón y palabra, (78), 40. Leeman, J. (2014). Critical Approaches to Teaching Spanish as a Local-foreign Language. In The Handbook of Hispanic Applied Linguistics, edited by Manel Lacorte, 275-292. New York: Routledge. Leeman, J., & Martínez, G. (2007). From identity to commodity: Ideologies of Spanish in heritage language textbooks. Critical Inquiry in Language Studies, 4(1), 35-65. Zaidi, A. S. (2010). Essentialist Stereotypes in Textbooks on Hispanic Studies. Humanity & Society, 34(2), 157-168.
Presenters Inés Vañó García Assistant Professor Of Spanish, Saint Anselm College
Promoting Diversity, Inclusion, and Critical Language Awareness Through the Sociolinguistic Exploration of L2 Identities in French
Oral Presentation[SYMP29] Dismantling Language Ideologies and Promoting Social Justice in Higher Education Second Language Teaching10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
As Norton (2013) stated, "language teaching is not a neutral practice, but a highly political one" (p. 47). One such politicized practice is the teaching of the target language's 'standard' variety, which often promotes language practices valued by the dominant group but does not reflect speaker diversity and linguistic reality (Blyth & Dalola, 2019). Focusing on the prescribed 'standard' and the monolingual native speaker model also limits the acceptable outcome of L2 learning (Kramsch, 2009; van Compernolle, 2016). This presentation explores how a multiliteracies-inspired (Cope & Kalantzis, 2015; New London Group, 1996) and sociolinguistically-oriented advanced French course confronted this process of normalization in the L2 classroom by emphasizing the sociolinguistic diversity of the French-speaking world and encouraging students to explore their own diversity as L2 and multilingual speakers of French.
The course, which was taught at a large American university, drew on the concept of indexicality in language. It was designed to have students experiment with sociolinguistic variation in French through self-inspired fictional characters in order to develop their L2 identities. Exploring these identities through written and oral semi-autobiographical narratives, the learners reflected on the process in two metapragmatic reflections. Content and thematic analysis of the reflections reveals that students benefitted from this approach that highlights linguistic variation and speaker identity. First, presenting non-standard and non-native varieties of French provided them with relatable models and relevant linguistic tools that helped them express their L2 selves. Second, they greatly appreciated the freedom to explore their languacultural identities in ways they had never experienced before in an instructed environment. Lastly, they reframed their understanding of legitimate L2 speakership to be inclusive of more voices, including their own. In these ways, the course promoted diversity and inclusion by (re)habilitating silenced voices in traditional L2 education and encouraging learners to explore and cultivate their diversity and uniqueness as legitimate members of the French-speaking world. In doing so, the course also supported the development of students' critical language awareness (Alim, 2010). References
Alim, H. S. (2010). Critical language awareness. Sociolinguistics and Language Education, 18, 205-231.
Blyth, C. S., & Dalola, A. (2020). Redefining speakership: Implications for language program direction. Second Language Research & Practice, 1(1), 99-123.
Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design (pp. 1-36). London: Palgrave Macmillan.
Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
Norton, P. B. (2013). Identity and language learning: Extending the conversation. Bristol: Multilingual Matters.
van Compernolle, R. A. (2016). Sociolinguistic authenticity and L2 learners: Production, perception, and metapragmatics. In R.A. van Compernolle & J. McGregor (Eds.), Authenticity, language, and interaction in second language contexts (pp. 61-81). Bristol: Multilingual Matters.
Presenters Marylise Rilliard Postdoctoral Researcher, University Of Vienna
What can we do and say in L2 classes to foster an inclusive linguistic ideology?
Oral Presentation[SYMP29] Dismantling Language Ideologies and Promoting Social Justice in Higher Education Second Language Teaching10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
In this presentation I reflect on the role of L2-teachers-with-critical-(socio)linguistic-background on practices that can help challenge exclusive linguistic ideologies (native-speakerism, monolingualism, etc.) and adopt approaches that favour social justice and inclusiveness within and outside L2 classes. From a methodological point of view, this contribution is based on a self-ethnography (Adams et al. 2014): by reporting personal practices based on 15 years of pedagogical experience, I will discuss the strategies adopted to make a L2 class not only a fairer space, but also a place where exclusive language ideologies can be challenged, and fairer ideologies promoted/spread. The presentation briefly discusses 5 points which I consider as key for the introduction and implementation of inclusive and democratic linguistic ideologies: 1) The self-awareness of L2 teachers and conscience about their role in the spread and de facto implementation of linguistic ideologies, be they exclusive or inclusive. 2. The linguistic practice(s) in the target language or in the language medium of instruction (which variety is used and why?). 3. The language taught or target language (which variety/varieties?). 4. The metalinguistic or metadiscursive practices surrounding the target language and/or other languages, as instances of linguistic ideologies and as opportunities to explicitly refer to them. 5. The teaching methodology or pedagogical approach adopted (in the present case, plurilingual, communicative-functional, and action-oriented). The ultimate goal of the presentation is to share experiences and best practices as to spark discussion and contribute to the ongoing conversation about (in)justice in L2 classes.
Bridging competing ideologies: From utilitarianism and social division to communicative action in French Higher Education
Oral Presentation[SYMP29] Dismantling Language Ideologies and Promoting Social Justice in Higher Education Second Language Teaching10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Bridging competing ideologies: From utilitarianism and social division to communicative action in French Higher Education Marc Deneire, ATILF-CNRS, Université de Lorraine
In a large scale survey that I conducted in French universities in 2013 concerning the teaching of English, a clear dichotomy appeared between the 1042 student respondents and the 242 faculty members. On the one hand, students perceived English as a "mere tool" for employment, but also as an instrument of selection and discrimination. On the other hand, faculty members, most of whom had international experience, considered language learning as a path to (inter)cultural understanding. Drawing inspiration from sociolinguistic research undertaken over the past ten years (see also Deneire & Benmokthar, forthcoming), this paper explores possible ways to bridge the gap between these two ideologies of language using Habermas' theory of communicative/strategic action (1984) and discourse ethics (1990) which seeks to build a "lifeworld" that integrates all social groups and strata in society. We will show how intercultural and international project-based approaches to language teaching may contribute to fostering intercultural awareness and consensus-building.
Bridging competing ideologies: From utilitarianism and social division to communicative action in French Higher Education Marc Deneire, ATILF-CNRS, Université de Lorraine
Symposium 29 "Dismantling Language Ideologies and Promoting Social Justice in Higher Education Second Language Teaching" In a large scale survey that I conducted in French universities in 2013 concerning the teaching of English, a clear dichotomy appeared between the 1042 student respondents and the 242 faculty members. On the one hand, students perceived English as a "mere tool" for employment, but also as an instrument of selection and discrimination. On the other hand, faculty members, most of whom had international experience, considered language learning as a path to (inter)cultural understanding. Drawing inspiration from sociolinguistic research undertaken over the past ten years (see also Deneire & Benmokthar, forthcoming), this paper explores possible ways to bridge the gap between these two ideologies of language using Habermas' theory of communicative/strategic action (1984) and discourse ethics (1990) which seeks to build a "lifeworld" that integrates all social groups and strata in society. We will show how intercultural and international project-based approaches to language teaching may contribute to fostering intercultural awareness and consensus-building. Further, we will argue that, to be productive, such an approach necessitates the transformation of French higher education institutions that presently select, divide, and exclude, thereby thwarting all efforts to build an integrated European (and international) higher education system as officially promoted in the bologna process (Torotcoi et al. 2020; 0rr, 2020) References Deneire, M. & H. Benmokhtar (Forthcoming). EMI in France: Europeanization and renationalization. In Bolton, Botha and Lin (eds) The Routledge Handbook of English-medium Instruction in Higher Education Habermas, J. (1984) The Theory of Communicative Action. Vol 2: Reason and the Rationalization of Society. Boston, MA: Beacon. Habermas, J. (1990) Moral Consciousness and Communicative Action, translated by Christian Lenhardt and Shierry Weber Nicholsen. Cambridge, Massachusetts: The MIT Press. Orr, D. (2020). Bologna Process in the Global Higher Education Arena. Going Digital? In: Curaj, A, Deca, and Pricopie, R. (eds). European Higher Education Area: Challenges for a New Decade. Springer. Torotcoi, S, Gologan, D, and Kurysheva, A. (2020). What Works for Underrepresented Groups? Identifying Effective Measures for Enhancing Access to Higher Education in Europe. In Curaj, A, Deca, and Pricopie, R. (eds). European Higher Education Area: Challenges for a New Decade. Springer.
Presenters Marc Deneire Associate Professor, Maître De Conférences, Université De Lorraine
Dismantling standard English ideology through ELF instructions
Oral Presentation[SYMP29] Dismantling Language Ideologies and Promoting Social Justice in Higher Education Second Language Teaching10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Previous studies on Chinese university students' attitudes towards English language and English learning reveal that standard English ideology (SEI) is prevalent and entrenched. Participants expressed their belief in the Anglo-American ownership of English and desirability to achieve native-like proficiency. These mentalities reinforce the unbalanced power relation between non-native learners and native speakers, which results in inefficiency in communicative competence development, especially with English being used globally. This study examined the impact of a 32-hour intervention program on dismantling SEI among 19 Chinese university students. The program, designed within English as a Lingua Franca (ELF) paradigm, aimed to raise students' critical awareness of the heterogeneity of English language and legitimacy of ELF speakers, through instructions of sociolinguistic realities, activities to engage students in critical reflection, and authentic online ELF practice. Data elicited from pre- and post- questionnaires suggested an overall positive result, with statistically significant differences found in the participants' perceptions of standard English. Post-intervention interviews provided detailed accounts of students' perspectives on the different components in the program and how they contributed to attitudinal changes. Based on synthesized data, the study proposed pedagogical approaches to emancipate university ELF learners from SEI.
This study is part of a project that seeks to document and evaluate the effects of instructions of English as a Lingua Franca (ELF) on Chinese university students' awareness level of ELF and attitudes towards English language and English learning. It anticipates to transform students' perspectives from believing in Anglo-American centricity to acknowledging the legitimacy of English varieties and embracing being multilingual ELF speakers. The intervention program was designed under Sifakis's ELF awareness framework (2019) and informed by previous empirical studies that endeavored to challenge students' assumptions shaped by native-speaker-defined English language teaching (ELT) (e.g. Fang & Ren, 2018; Galloway, 2017; Wang, 2015). As mentioned in the abstract, the study employed pre- and post-intervention surveys. Both quantitative and qualitative data revealed that the belief of Anglo-American English being the standard English was challenged. Based on the interview data, most students after the intervention realized that there was no standard English accent. Many of them also expressed an increased awareness of the legitimate diversity in English language and changed view towards so-called non-standard accents, recognizing their relevance to convey local culture and identity. However, some attitudes remained unchanged. For example, students still preferred the Anglo-American orientation to teaching models. Some students explained that this persistence was shaped by societal level perceptions of a successful learner of English. In the interview, students were invited to share what content/activities in the intervention lead to changes in perceptions. Four themes were identified. Explicit instructions of the sociolinguistic reality updated their knowledge of English language, which include the non-existence of an institutionally established standard accent, statistics regarding English language speakers' profile, and diversity in spoken English across the world and within an English-speaking country. Class activities such as group discussions provided opportunities for students to engage in real English communications, from which some realized their Chinese-accented English can actually function well. Debates, another type of activities, prompted students to reflect on related topics, e.g. the prevalence of English in China, pushing them to consider the issue more thoroughly and critically. Materials that presented successful and credible ELF models provoked learners to re-examine their learning goals. Online ELF practice provided opportunities to students to communicate with non-native speakers, the successful experience of which challenged their stereotypical views on non-native speakers and prompted students to question the necessity of imitating so-called standard accents.
Fang, F., & Ren, W. (2018). Developing students' awareness of Global Englishes. ELT Journal, 72(4), 384-394. doi:10.1093/elt/ccy012 Galloway, N. (2017). Global Englishes and change in English language teaching: Attitudes and impact: Routledge. Wang, Y. (2015). Language awareness and ELF perceptions of Chinese university students. In International Perspectives on English as a Lingua Franca (pp. 96-116): Springer.
Challenging the ideological construction of language shame
Oral Presentation[SYMP29] Dismantling Language Ideologies and Promoting Social Justice in Higher Education Second Language Teaching10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Unlike other forms of bias, discrimination on linguistic grounds is socially acceptable and tends to go unnoticed, thus serving as a cover for other prejudices. Albeit subtle, however, language ideologies are a very powerful way of perpetuating inequalities, since peripheralized speakers, having internalized their lack of legitimacy, end up reproducing censure rather than resisting it. Despite the efforts of the scholarly community, the beliefs that idolize standard speakers, native and/or "accentless", as authoritative role models remain fully in place in everyday life. As a result, non-native speakers and native speakers "with an accent" limit their agency to preserve face. Against this backdrop, this paper brings to the forefront a dimension that has only recently begun to emerge in the debate, the affective one (Birney et al. 2020, Busch & McNamara 2020, Dewaele & Saito 2022, Dovchin 2020, Piller 2017). To delve into the role of shame in the creation and perpetuation of stigma, the paper presents excerpts from linguistic autobiographies in which university students living in Madrid give an account of their repertoires. These narratives reveal how the ideologies that present languages as idealized abstractions have a deep impact on the subjectivities of speakers who deviate from the norm and contribute to forging subaltern identities. To address the problem, we will advocate for integrating students into the discussion about language ideologies (Cushing 2021, Drummond & Cole 2019, Rose & Galloway 2017, Lew & Siffrinn 2019, Mirhosseini 2018, Tan et al. 2021, Volkmer 2018), so that teaching practices can promote a more inclusive sociolinguistic order.
Birney, M. E., Rabinovich, A., Morton, T. A., Heath, H., & Ashcroft, S. (2020). When speaking English is not enough: The consequences of language-based stigma for nonnative speakers. Journal of Language and Social Psychology 39(1), 67–86. Busch, B. & McNamara, T. (2020). Language and trauma. Applied Linguistics 41/3, 323–333. Cushing, I. (2021). 'Say it like the Queen': the standard language ideology and language policy making in English primary schools. Language, Culture and Curriculum 34:3, 321–336. Dewaele, J.M. & Saito, K. (2022). Positive psychology can help overcome the pernicious native speaker ideology. The European Educational Researcher 5(2), 225–234. Dovchin, S. (2020). The psychological damages of linguistic racism and international students in Australia. International Journal of Bilingual Education and Bilingualism 14, 1–17. Drummond, R. & Cole, A. (2019). The accentism project (https://accentism.org/) Lew, S., & Siffrinn, N.E. (2019). Exploring language ideologies and preparing preservice teachers for multilingual and multicultural classrooms. Literacy Research: Theory, Method, and Practice 68(1), 375–395. Mirhosseini, S.A. (2018). Issues of ideology in English language education worldwide. Pedagogy, Culture & Society 26(1), 19–33. Piller, I. (2017). Anatomy of language shaming (https://www.languageonthemove.com/anatomy-of-language-shaming/) Rose, H. & Galloway, N. (2017). Debating Standard language ideology in the classroom: Using the 'Speak Good English Movement' to raise awareness of global Englishes. RELC Journal 48:3, 294–301. Tan, K.H., Jospa, M.E.a.W., Mohd-Said, N.-E., & Awang, M.M. (2021). Speak like a native English speaker or be judged. International Journal of Environmental Research and Public Health 18(23), 1–16. Volkmer, A. (2018). Language Justice Curriculum. Center for Participatory Change.
Presenters Clara Molina Associate Professor, Universidad Autónoma De Madrid
Inés Vañó García
Marylise Rilliard
Marc Deneire
Clara Molina
