FOSTERING NEW LITERACIES IN TEACHING NORWEGIAN AS A FOREIGN LANGUAGE

Raluca POP

doi:10.24193/subbphilo.2020.3.06

Authors

Raluca POP Faculty of Psychology and Sciences of Education, Babeș-Bolyai University, Cluj-Napoca, Romania. Email: raluca.petrus@ubbcluj.ro https://orcid.org/0000-0001-7551-7344

DOI:

https://doi.org/10.24193/subbphilo.2020.3.06

Keywords:

foreign language learning, digital literacy, multimodal literacy, multicultural literacy, critical literacy, multimodality, Norwegian, Digital Age.

Abstract

Fostering New Literacies in Teaching Norwegian as a Foreign Language. It is of paramount importance to understand how language knowledge and literacy are evolving in accordance with the demands of the 21st century society. Digital media are changing reading and writing practices and are conducive to the development of a new set of literacies. Therefore, it is relevant to seize the educational opportunities that arise and understand their implications in the field of foreign language learning. This paper intends to focus on the relationship between language, culture and new technologies in order to highlight issues of multimodality and identity.

REZUMAT. Promovarea unor noi modele de alfabetizare în contextul predării limbii norvegiene ca limbă străină. Este important să înțelegem cum învățarea unei limbi și procesul de alfabetizare se adaptează cerințelor societății secolului al XXI-lea. Mass-media digitală determină o schimbare în abilitățile de scriere și de citire favorizând astfel dezvoltarea unui nou model de alfabetizare. De aceea, este necesară conștientizarea acestor oportunități educaționale precum și înțelegerea implicațiilor pe care acestea le exercită în domeniul învățării limbilor străine. Acest studiu intenționează să se concentreze pe relația dintre limbă, cultură și noile tehnologii pentru a evidenția aspecte legate de multimodalitate și identitate.

Cuvinte cheie: învățarea limbii străine, alfabetizare digitală, alfabetizare multimodală, alfabetizare multiculturală, alfabetizare critică, multimodalitate, Norvegiană, era digitală.

Author Biography

Raluca POP, Faculty of Psychology and Sciences of Education, Babeș-Bolyai University, Cluj-Napoca, Romania. Email: raluca.petrus@ubbcluj.ro

Senior Lecturer, PhD., at The Department of the Didactics of Social Sciences, Faculty of Psychology and Sciences of Education, Babeș-Bolyai University, Cluj-Napoca, Romania. Her research area comprises communication skills, intercultural communication competence and teaching English, Norwegian and Swedish as foreign languages. Email: raluca.petrus@ubbcluj.ro

References

Baumöl, U. & Bockshecker, A. (2017). Evolutionary change of higher education driven by digitalization. The 16th International Conference on Information Technology Based Higher Education and Training (ITHET), Ohrid, pp. 1-5.

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. UK, USA, Canada, Australia: Multilingual Matters Ltd.

Bawden, D. (2008). Origins and Concepts of Digital Literacy, pp.17-32 Accessed http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.741.4617&rep=rep1&type=pdf May 14th, 2020.

Buckingham D. (2010). Defining Digital Literacy. In: Bachmair B. (eds) Medienbildung in neuen Kulturräumen. VS Verlag für Sozialwissenschaften, pp. 59-71.

Bullen, M., Morgan, T. & Qayyum, A. (2011). Digital Learners in Higher Education: Generation is Not the Issue. Canadian Journal of Learning and Technology, vol 37(1) spring. Accessed https://www.cjlt.ca/index.php/cjlt/article/view/26364 on May 14th, 2020.

Chaka, C. (2019). Re-Imagining Literacies and Literacies Pedagogy in the Context of Semio-Technologies. Nordic Journal of Digital Literacy, vol. 14, no. 1-2-2019, Universitetsforlaget, pp. 54-69.

Coiro, J., Knobel, M., Lankshear, C., & Leu, D.J. (2008). Central issues in new literacies and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, and D.J. Leu (Eds.), Handbook of research in new literacies (pp. 1–21). Mahwah, NJ: Erlbaum.

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), (2001). Strasbourg: Language Policy Unit. Accessed https://rm.coe.int/16802fc1bf on May 23rd, 2020.

Dreamson, N. (2020). Critical Understandings of Digital Technology in Education: Meta-Connective Pedagogy. Oxon, New York: Routledge

Gilster, P. (1997) Digital Literacy. New York: Wiley.

Hillen, S., Sturm, T. & Willbergh, I. (2011). Challenges Facing Contemporary Didactics. Diversity of Students and the Role of New Media in Teaching and Learning. Berlin: Waxxman.

International Reading Association (IRA). (2009). New Literacies and 21st century technologies: A position statement of the International Reading Association. Newark: International Reading Association. Accessed at https://www.literacyworldwide.org/docs/default-source/where-we-stand/new-literacies-21st-century-position-statement.pdf?sfvrsn=6, June 4th, 2020.

Jewitt, C., Bezemer, J. & O’Halloran, K. (2016). Introducing Multimodality. Oxon, New York: Routledge.

Kramsch, C. (1993). Context and culture in Language Teaching. Oxford: Oxford University Press.

Kress, G.R. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Oxon, New York: Routledge

Kohler, M. (2015). Teachers as Mediators in the Foreign Language Classroom. UK, USA, Canada: Multilingual Matters.

Liddicoat, A. & Scarino, A. (2013). Intercultural Language Teaching and Learning. UK, USA: Wiley Blackwell Publishing

Miller, A. (2015). On paper, in person, and online: A multi-literacies framework for university teaching. Journal of Academic Language & Learning, 9(2), pp. 19–31.

Oblinger, D.G. & Oblinger, J.L. (EDS) (2005). Educating the Net Generation. Boulder: Educause.

Palfrey, J. & Gasser, U. (2008). Born digital: understanding the first generation of digital natives. Philadelphia: Basic Books.

Piera, C. (2011). Literature in the Second Language Education: Enhancing the Role of Texts in Learning. Oxford, New York, Sydney, New Delhi: Bloomsbury Publishing Plc.

Prensky, M. (2001). Digital natives. Digital Immigrants. On the Horizon 9(5), pp. 1-6.

Scolari, C.A. (2019). Beyond the myth of the “digital native”. Adolescents, collaborative cultures and transmedia skills. Nordic Journal of Digital Literacy, vol. 14, No. 3–4-2019, p. 164–174.

Scott, C.L. (2015). The Futures of Learning 3: What Kind of Pedagogies for the 21st Century? Education Research and Foresight. Working Papers. Accessed on https://unesdoc.unesco.org/ark:/48223/pf0000243126, June 4th, 2020.

Tomescu Baciu, S., Pop, R., Øverland, F. T., Dreve R. E., Răduț, R. D., Mureșan, I. A. (2019). Understanding the Factors that Have Influenced the Gradual Increase in the Number of Students Wishing to be Granted a BA in Norwegian Language and Literature. Studia Universitatis Babeș-Bolyai, Philologia, vol. 64, nr. 3/2019, pp. 253-270.

Trilling, B. & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. USA: Jossey-Bass, Wiley Imprint.

Troncoso, C.R. (2010). The Effects of Language Materials on the Development of Intercultural Competence. In Brian Tomlinson & Hitomi Masuhara (eds.), Research for Materials Development in Language Learning: Evidence for Best Practice. Continuum International Publishing Group, pp. 83-102.

Zammit, K. (2014). Creating Multimodal Texts in the Classroom: Shifting Teaching Practices, Influencing Student Outcomes. In Ferdig, R. E., & Pytash, K. E. (Eds.), Exploring Multimodal Composition and Digital Writing. IGI Global, pp. 20-35. Accessed https://www.igi-global.com/gateway/chapter/78587#pnlRecommendationForm, June 20th, 2020

WEB REFERENCES

https://www.actfl.org/guiding-principles/literacy-language-learning

https://secure.ncte.org/library/NCTEFiles/Resources/Positions/Framework_21stCent_Curr_Assessment.pdf