Construindo um nicho multilíngue

escolha e alternância de língua(s) no Dia do Blogue Multilíngue

Autores

  • Judith Buendgens-Kosten

DOI:

https://doi.org/10.14393/DL27-v10n4a2016-9

Palavras-chave:

Blogue multilíngue, Code-switching, Arranjos não-formais

Resumo

A utilização de blogues no ensino-aprendizagem de línguas é geralmente feita sem ter em conta práticas de uso de blogues já existentes, designadamente através do recurso a blogues de aprendizagem especializados e monolingues. A integração do uso de blogues na língua-alvo em práticas pré-existentes necessita de ter em conta o potencial viés em relação a práticas on-line multilingues, assim como considerações relacionadas com a audiência dos blogues. Usando o Dia do Blogue Multilíngue (DMB) – evento anual que encoraja os bloggers a usar uma língua diferente por um dia – como estudo de caso, esta contribuição ilustra as modalidades de introdução de novas línguas em blogues pré-existentes (e geralmente monolingues). Se é verdade que o DMB não tem uma agenda específica de ensino-aprendizagem, uma análise das práticas plurilíngues desse dia evidencia o seu potencial em relação à criação e aumento de “niches multilingues” (ERARD, 2012), caracterizados como contextos em que, (a) diversas línguas são usadas, (b) as práticas multilingues são socialmente e materialmente valorizadas, (c) quaisquer competências linguísticas têm valor, e (d) os utilizadores se podem considerar “outsiders together”, favorecendo a continuidade das práticas multilingues. A participação no DMB não conduz, porém, automaticamente à criação de “niches multilingues”. No entanto, este estudo de caso ilustra aspetos importantes do desenho de actividades e de eventos que podem estimular o desenvolvimento desses “niches”.

Downloads

Não há dados estatísticos.

Referências

ALM, A. Socially multilingual? An exploration of informal language learning practices on Facebook. In: WORLDCALL 2013. Global perspectives on computer-assisted language learning, Glasgow 10-13 July 2013. Papers. University of Ulster, 2013. p. 1-4.

AUER, P. Bilingual conversation. Amsterdam: Benjamins, 1984. 116 p. https://doi.org/10.1075/pb.v.8

BUENDGENS-KOSTEN, J. Authenticity in CALL: three domains of ’realness’. ReCALL. Vol. 25, No. 2, p. 272–85, 2013. https://doi.org/10.1017/S0958344013000037

BUENDGENS-KOSTEN, J. “Please Check for Grammar.”: Code-Alternations in a Language Learning Blogging Community. Journal of language contact. Vol. 9, No. 1, p. 71–100, 2016,

BLACK, R. W. Language, culture, and identity in online fanfiction. E-Learning and Digital Media, Vol. 3, No. 2, p. 170-184, Jun. 2006. https://doi.org/10.2304/elea.2006.3.2.170

COUNCIL OF EUROPE. Common European framework of reference for languages: Learning, teaching, assessment. Council of Europe, Strasbourg, 2001. Available on: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf. Accessed: 29 June 2016.

COUNCIL OF EUROPE. The first European Day of Languages took place on 26 September 2001. It was one of the highlights of the European Year of Languages. European Day of Languages / Council of Europe, Brussels, (n.d.). Available on: http://edl.ecml.at/Abouttheday/Origins/tabid/1520/language/en-GB/Default.aspx. Accessed: 29 June 2016.

DUCATE, L. C.; LOMICKA, L. L. Adventures in the blogosphere: from blog readers to blog writers. Computer Assisted Language Learning, Vol. 21, No. 1, p. 9-28, Feb. 2008. https://doi.org/10.1080/09588220701865474

DUCATE, L. C.; LOMICKA, L. L. Exploring the blogosphere: use of web logs in the foreign language classroom. Foreign Language Annals, Vol. 38, Issue 3, p. 410-421, Oct. 2005. https://doi.org/10.1111/j.1944-9720.2005.tb02227.x

ERARD, M. Babel no more: The search for the world's most extraordinary language learners. New York: Free Press, 2012. 306 p.

EUROPEAN COMMISSION. MEMO/10/438: European Day of Languages 2010 - Events in the EU countries. European Commission, Brussels, 23 September 2010. Available on: http://europa.eu/rapid/press-release_MEMO-10-438_en.htm. Accessed: 29 June 2016.

FERNÁNDEZ, L. Ten Commandments for bilingual blogs. Eibar, 29 April 2004. Available on: http://www.eibar.org/blogak/luistxo/en/68. Accessed: 29 June 2016.

GRGUROVIĆ, M.; CHAPELLE, C. A; SHELLEY, M. C. A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, Vol. 25, Issue 2, p. 165-198, May 2013. https://doi.org/10.1017/S0958344013000013

HERRING, S. C. Computer-mediated discourse analysis: An approach to researching online communities. In: SASHA A. B.; KLING, R.; GRAY, J. H. Designing for Virtual Communities in the Service of Learning. Cambridge: Cambridge University Press, 2004, p. 338–376. https://doi.org/10.1017/CBO9780511805080.016

JONES, N.; BLACKEY, H.; FITZGIBBON, K.; CHEW, E. Get out of MySpace! Computer and Education, Vol. 54, Issue 3, p. 776–782, Apr. 2010. https://doi.org/10.1016/j.compedu.2009.07.008

KOCH, P.; OESTERREICHER, W. Schriftlichkeit und kommunikative Distanz. Zeitschrift für germanistische Linguistik, Berlin, Vol. 35, Issue 3, p. 346-375, Dec. 2007.

LIENARD, F.; PENLOUP, M.-C. Language contacts and code-switching in electronic writing: The case of the blog. In: LAROUSSI, F. Code-switching, Languages in Contact and Electronic Writing. Frankfurt/Main: Peter Lang, 2011, 160 p.

MONTES-ALCALÁLA, C. Blogging in two languages: code-switching in bilingual blogs. In: Selected proceedings of the third workshop on Spanish sociolinguistics. Somerville, MA: Cascadilla Proceedings Project, 2007. p. 162-170.

NILEP, C. Articulating a Transnational Family: 'Hippo Family' Language Learners in Japan and the USA. 2009. 270 p. Thesis (PhD). Department of Linguistics, University of Colorado, Boulder (CO), 2009.

ONG, W. J. The writer’s audience is always a fiction. PMLA, Vol. 90, No. 1, p. 9-21, Jan. 1975. https://doi.org/10.2307/461344

PIERCE, J. L.; KOSTOVA, T.; DIRKS, K. T. The state of psychological ownership: integrating and extending a century of research. Review of General Psychology, Vol. 7, No. 1, p. 84-107, Mar. 2003. https://doi.org/10.1037/1089-2680.7.1.84

PUSCHMANN, C. The corporate blog as an emerging genre of computer-mediated communication. Features, constraints, discourse situation. Göttingen: Universitätsverlag Göttingen 2010. 138 p.

RODHAM, K.; GAVIN, J. The ethics of using the internet to collect qualitative research data. Research Ethics, Vol. 2, No. 3, p. 92-97, Sept. 2006. https://doi.org/10.1177/174701610600200303

SOCKETT, G. The Online Informal Learning of English. Houndmills (Basingstoke): Palgrave Macmillan UK, 2014. 174 p. https://doi.org/10.1057/9781137414885

WANG, Q.; WOO, H. L.; QUEK, C. L.; YANG, Y.; LIU, M. Using the Facebook group as a leaning management system: an exploratory study. British Journal of Educational Technology, Vol. 43, Issue 3, p. 428-438, May 2012. https://doi.org/10.1111/j.1467-8535.2011.01195.x

WERQUIN, P. Moving mountains: will qualifications systems promote lifelong learning? European Journal of Education, Vol. 42, Issue 4, 459-484, Dec. 2007. https://doi.org/10.1111/j.1465-3435.2007.00327.x

Downloads

Publicado

28.11.2016

Como Citar

BUENDGENS-KOSTEN, J. Construindo um nicho multilíngue: escolha e alternância de língua(s) no Dia do Blogue Multilíngue. Domínios de Lingu@gem, Uberlândia, v. 10, n. 4, p. 1379–1403, 2016. DOI: 10.14393/DL27-v10n4a2016-9. Disponível em: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/34956. Acesso em: 3 dez. 2022.