Prelims

Half Title

Technology-enhanced Learning and Linguistic Diversity

Series Page

Emerald Studies in higher education, Innovation and Technology

Series Editors: Miltiades D. Lytras and Anna Visvizi

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges.

The series has a broad scope, covering many topics, including but not limited to: learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

Interested in publishing in this series? Please contact Miltiades D. Lytras and Anna Visvizi, mlytras@acg.edu and avisvizi@acg.edu.

Published books:

Management and Administration of Higher Education Institutions at Times of Change, edited by Anna Visvizi, Miltiadis D. Lytras and Akila Sarirete

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence, edited by Anna Visvizi, Miltiadis D. Lytras and Linda Daniela

Forthcoming titles:

Effective Leadership for Overcoming ICT challenges in Higher Education: What Faculty, Staff and Administrators Can Do to Thrive Amidst the Chaos, edited by Antonella Carbonaro and Jennifer Moss Breen

Teaching the EU: Fostering Knowledge and Understanding in the Brexit Age, edited by Anna Visvizi and Marta Pachocka

Title Page

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language

Edited by

Patrick-André Mather

University of Puerto Rico, Río Piedras Campus, Puerto Rico

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2021

Editorial matter and selection © 2021 Patrick-André Mather. Individual chapters © 2021 their respective authors. Published under exclusive licence by Emerald Publishing Limited.

Reprints and permissions service

Contact: permissions@emeraldinsight.com

No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83982-129-5 (Print)

ISBN: 978-1-83982-128-8 (Online)

ISBN: 978-1-83982-130-1 (Epub)

Dedication

I wish to dedicate this book to my fellow Scholars-in-Residence at New York University’s Faculty Resource Network, who helped me grow as a person and as a scholar over the past 10 years. Several of them contributed directly to this volume.

Contents

List of Figures

List of Tables

About the Editor

Patrick-André Mather specializes in the study of language contact and diversity, including pidgins and creoles, sociophonetics, and language policy and planning. Trained at McGill University (Canada), the Université Paris 7 Denis-Diderot (France), and the University of Pittsburgh (USA), he conducted fieldwork in Moselle (France), where he studied French–German language contact, and more recently in New York City where he investigated the acquisition of English phonetics and phonology by Puerto Rican and Dominican immigrants. His current research focuses on the acquisition of phonetics by adult learners of French (with Vincent Chanethom, George Mason University) and on language policy and planning in Québec and Puerto Rico. He has published articles and book chapters in various edited volumes and peer-reviewed journals, including Language Sciences, the Journal of English Linguistics, Studies in Language, and the Journal of Pidgin and Creole Languages. In addition to his research projects, he has taught linguistics, translation, English and French at McGill University, the University of Ottawa, the University of Pittsburgh, the French Institute-Alliance Française, and the City University of New York. He was also Chair of the Graduate Program in Linguistics at the University of Puerto Rico (Rio Piedras) from 2006 to 2009 and in 2013–2014. In 2009–2010, he was a Visiting Scholar at New York University’s Department of Linguistics. He is also a certified translator and currently teaches Linguistic Theory, Sociolinguistics and Phonetics at the University of Puerto Rico, where he is a Full Professor.

About the Contributors

Sven-Ole Andersen is an Assistant Professor of German at the University of Puerto Rico, Rio Piedras Campus. He studied at the University of Potsdam (Germany) before pursuing graduate degrees at the University of Connecticut and the University of Florida, where he earned a PhD. In addition to his research on teaching methodologies, he is also interested in German and European history and culture, which helps to augment his language teaching. In addition to his academic work, he is currently creating a book series for children, titled Maka, Matz & Maki.

Patricia Arnold holds a BA in Spanish from the University of Texas at Austin and an MA in Interdisciplinary Studies from the University of Texas at Arlington, with additional graduate work at Texas A&M – Commerce. Her research interests focus primarily on pedagogy with emphasis on second language acquisition. She is currently employed by the Arlington (TX) Independent School District, where she writes curriculum for Foreign Language in the Elementary School (FLES) and Language Other Than English (LOTE) courses.

Luis Y. Castañeda received his PhD in Comparative Literature at Binghamton University in 2016, where he also taught Spanish as a Foreign Language. Currently, he is a Lecturer I at the University of Texas Rio Grande Valley (Brownsville, TX, USA) and teaches Spanish as a Foreign Language, Spanish for Heritage Learners, and Hispanic Literature for the Department of Writing and Language Studies. His research interests include the aesthetic portrayal and dissemination of the Chicano/a identity in US–Mexico Border studies, Borderlands sociolinguistics, theory and epistemology, colonial and postcolonial studies, interior diaspora, Mexicanism, and Indigenism.

Carlos M. Cervantes is the Chair of the Department of Kinesiology at Huston-Tillotson University (Austin, TX). He completed his PhD in Kinesiology with a concentration in Adapted Physical Education and Health/Physical Activity Promotion at The Ohio State University. Prior to obtaining his PhD, he received his MA in Adapted Physical Education from The Ohio State University and a BA in Physical Education Teacher Education from The University of Puerto Rico at Mayaguez. His research emphasizes health, physical activity and disability, inclusion, and physical education teacher education.

Vincent Chanethom received his PhD in Linguistics from New York University and is currently an Assistant Professor of French at George Mason University where he teaches a variety of courses including phonetics, phonology, bilingual development, second language acquisition, and pedagogy. His research interests focus on bilingual development and second language acquisition. An essential goal of his research is to investigate how bilingualism develops in both child and adult speakers by examining the acoustic and articulatory properties of their speech production and perception. He also examines the implications and potential applications of such studies for teaching methodology, notably the development of pedagogical approaches for pronunciation instruction in second and foreign language courses.

Silva-Maria Chireac is Professor of Didactics in Language and Literature Teaching at the Faculty of Teacher Training at the University of Valencia (Spain). Her research areas are bilingualism and multilingualism, which include second language acquisition, bilingual and multilingual education, indigenous language revitalization, language policy, and biliteracy and technology in multilingual classroom. She investigates language and education in culturally and linguistically diverse settings, combining different methods and she gives special attention to educational policy and practice for indigenous and immigrant language groups in Latin America. She is an active researcher and has authored many articles in peer-reviewed journals.

Langston Clark is an Assistant Professor at the University of Texas at San Antonio. He completed his PhD in Curriculum and Instruction with a concentration in Physical Education Teacher Education (PETE) at The University of Texas at Austin. Prior to obtaining his PhD, he received his MA in Adapted Physical Education from The Ohio State University and a BS in Physical Education from North Carolina A&T. His research emphasizes PETE from from the perspective of historically Black colleges and universities. His other research interest includes the intersections of athletics, race, and education.

Francesca D’Angelo has a PhD in Applied Linguistics, and conducted her doctoral study on bilingualism in co-tutorship between the University of Salerno and the University of Edinburgh, supervised by Professor Sorace. She specializes in bilingual education, third language acquisition, and didactics of foreign languages. She has experience in teaching Italian, English, and French at secondary school and at Italian and British Universities. She also works as a Consultant with expertise on gender studies and women’s rights in academia, at the University of Salerno. Her research interests deal with cognitive linguistics, bilingual education, metalinguistic awareness, and gender studies from a sociolinguistic perspective.

Shannon M. Hilliker received her PhD at the University at Albany in Curriculum and instruction with a focus on language learning and technology in education. She has been in the Teaching English to Speakers of Other Languages (TESOL) field since 1999 where she has taught in both English as a Second Language (ESL) and teacher education. She is an Assistant Professor of TESOL at Binghamton University (Binghamton, NY, USA). Her research interests include rural education, teacher professional development, elementary ESL after school programs, international student success, and online conversation and culture exchange.

Alan Gómez Larriva is currently an Instructor of French and Spanish at Bryant University in Smithfield, Rhode Island. He holds an MA in French Studies with a literary focus from Brown University and an MA in French & Francophone Studies with a focus on linguistics from CSU, Long Beach. He is the co-author of Juntos: French for Speakers of English and Spanish (2015) and is currently working on its second edition. His current research interests lie at the intersection of second language acquisition, foreign language pedagogy, as well as theories and practices of higher education. He is currently writing a novel that he hopes to publish in the future.

Chesla Ann Lenkaitis received her PhD from Temple University (Philadelphia, PA, USA). She currently works an Assistant Professor at Binghamton ­University (Binghamton, NY, USA). She is the Language Coordinator of the introductory and intermediate French, Italian, and Spanish programs and is the ­Program ­Coordinator of the Master of Arts in Teaching in French and Spanish ­Adolescence Education. Her research interests focus on technology integration in the second language (L2) classroom. More specifically, she examines the use of virtual exchange and its impact on the L2 learning and teaching, intercultural competence, and global citizenship and awareness.

Maria Teresa Martínez-García completed her PhD in Linguistics at the University of Kansas in August 2016. Her research interests focus primarily on experimental linguistics (bilingualism and second language speech perception and production) and pedagogical approaches to the teaching of foreign languages (teaching strategies). Currently, she works as an Assistant Professor in the Spanish Department at Hankuk University of Foreign Studies.

Robb Mark McCollum devotes his time to improving communication between speakers of other languages. As a language educator, he has worked with international students, faculty, and staff at institutions in Virginia, Hawaii, and Utah. In his position with the American Language and Culture Center at Southern Utah University, he builds bridges between global and local English speakers. He has found that technology is a great tool to connect speakers of other languages, and help learners deepen their language proficiency.

Anna Moni is an Italian Language Instructor, instructional designer and online faculty training instructor. She holds an MA from the University of Venice, an MA in European Studies from KU Leuven, as well as an MBA from the European University in Montreux. She has a 20-year online experience in tutoring at the University of Ca’ Foscari, Venice. She has authored/co-authored several textbooks for Italian language learning (A1, A2 and B1, C1 level CEFR) with Edilingua. She is a Full-time Faculty of the Department of English and Modern languages at Deree – the American College of Greece, and is currently second year PhD student in Education and E-learning at UOC Catalunya.

Cedric Joseph Oliva is an Assistant Professor of Modern Languages and the Coordinator of French and Italian programs at Bryant University. His teaching focuses on intercomprehension, romance linguistics, teaching methodology, second language acquisition, as well as French and Italian for Spanish speakers. He received his PhD in Anglophone and Romance Languages and Literatures with a specialization in anthropological linguistics at the University of Corsica where he was also awarded an Allocation de Recherche. His current research focus is on intercomprehensive and multilingual teaching strategies and is a lead author of the series Juntos: French/Italian for Speakers of English and Spanish (2014, 2015, 2020).

Preface

The idea for this edited volume came to me in June 2019, when I was a scholar-in-residence at the Faculty Resource Network, New York University, NYU. The Network had invited Dr Anna Visvizi, a professor at the American College of Greece and former scholar-in-residence, to give a talk on Brexit and the European Union. After her talk, we all met at Weinstein Hall (NYU) for dinner and discussed, among other things, a book series that Anna was editing at Emerald Publishing. The series focused on higher education, innovation, and technology, and Anna was interested in hearing proposals from other NYU scholars on possible book topics for the series. Given that I am a linguist by training, and a foreign-language instructor in practice, I suggested a broad topic which included multilingualism in the classroom and technology-assisted learning in higher education. Having interacted with such a diverse group of visiting scholars at New York University over the past decade, I realized that many had developed unique strategies for an increasingly multilingual and multicultural student community at their home institutions, both in North America and in Europe. Following a series of e-mail exchanges, Dr Visvizi asked me to submit a formal book proposal and, as the saying goes, the rest is history.

The idea for this topic is rooted in my own experience over the past 20 years with a multilingual student population at various institutions in the United States and Canada, including McGill University (Montreal), the City University of New York, and the University of Puerto Rico (Rio Piedras Campus). In each country, I taught both language and content courses, and was often faced with the reality that students had different levels of competencies in English, French, and Spanish. I had to adapt my teaching, either by code-switching in the classroom, offering tailored advice during my office hours, providing reading material in different languages, or discussing material in a language other than the language it was written in. Obviously, online platforms, social media, and other technologies, if properly implemented, can be instrumental in dealing with some of the challenges of multilingualism in higher education. When I published the Call for Chapters in the fall of 2019, I realized that many scholars faced similar challenges, and that each had explored personal, innovative ways of dealing with these challenges, on both sides of the Atlantic. I thank all of them for their contributions, which have enhanced my understanding of these complex issues.

Patrick-André Mather, 4 May 2020, San Juan, Puerto Rico

Acknowledgments

I would like to thank Angelica Pérez-Burgos, my research assistant at the University of Puerto Rico (Rio Piedras Campus), who helped me with the formatting and editing of chapters over the past academic year.

I would also like to thank the authors for their patience, and my fellow scholars-in-residence at the Faculty Resource Network (New York University), for their encouragement, in particular Anna Visvizi, Audrey Latourette, Richard Kido, as well as my colleague Madeleine Vala for her critical input.

I also want to thank Debra Szybinski and Anne Ward, whose tireless efforts have enabled the Faculty Resource Network to grow and prosper over the past few decades. It is thanks to them that I met so many outstanding scholars at New York University. This book would not have been possible without their support.

And, last but not least, I thank members of the Editorial team at Emerald Publishing, who always responded to my queries in a timely fashion.