The IRAAL (Irish Association for Applied Linguistics) 2017 conference will take place at the University of Limerick
Saturday 18th November 2017
"Applied Linguistics in the Era of Globalization: Opportunities, Challenges, Practices."
Full details: https://sites.google.com/ul.ie/iraal2017/home
Prof. Shannon Sauro, Malmö University.
Shannon Sauro is associate professor in English language education in the Department of Culture, Languages and Media at Malmö University, Sweden. She is past president of the Computer-Assisted Language Instruction Consortium (CALICO) and co-editor (with Carol Chapelle) of The Handbook of Technology and Second Language Teaching and Learning (Wiley-Blackwell). She has taught English in Japan, the United States, and Sweden and has conducted research on computer-mediated second language teaching and learning in the United States and Sweden.
Looking to the future of technology-mediated language teaching and learning.
The ever-shifting face of language learning and use in the 21st century requires that language teachers and researchers regularly revisit assumptions regarding the use and influence of technology. In particular, while much earlier research on computer-assisted language learning was based upon university learner populations, the spread of technology demands that we explore the language learning needs of changing or previously underexplored learner populations. This includes, for instance, refugee and migrant populations who rely on social media and mobile devices to assist their travel through and integration into new countries (Bradley, Berbyk Lindström & Sofkova Hashemi, 2017; MiCT, 2016) as well as members of online affinity groups such as fans who engage in autonomous learning in the digital wilds.
Inspired by the papers in the recently published The Handbook of Technology and Second Language Teaching and Learning (Chapelle & Sauro, 2017), I explore current and future directions in technology-mediated language teaching in response to four key questions: (1) What language learners are served by technology and how? (2) What linguistic and digital skills and knowledge do L2 learners need? (3) What technology-mediated tasks best serve learners' needs? (4) How does technology mediate languaculture learning?