a research Centre for languages and Cultures (rClC), university of south australia, south australia, australia; b department of languages and applied linguistics, flinders university, adelaide, south australia ABSTRACT Large-scale mobility and global exchanges have made classrooms more diverse than ever before. However, despite solid evidence that advocate and support teaching and pedagogy for students of diverse backgrounds, there are still high pedagogical expectations that learners from diverse backgrounds to adapt and perform in classroom activities that replicate mainstream educational and pedagogical cultures. This contribution discusses the challenges in teaching complex classrooms and calls for clearly articulated policy pedagogies for students of diverse backgrounds based on the contributions in this volume.

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A popular idea in Computer Assisted Language Learning (CALL) is to use multimodal annotated texts, with annotations typically including embedded audio and translations, to support L2 learning through reading. An important question is how to create the audio, which can be done either through human recording or by a Text-To-Speech (TTS) synthesis engine. We may reasonably expect TTS to be quicker and easier, but humans to be of higher quality. Here, we report a study using the open-source LARA platform and ten languages. Samples of LARA audio totaling about three and a half minutes were provided for each language in both human and TTS form; subjects used a web form to compare different versions of the same item and rate the voices as a whole. Although human voice was more often preferred, TTS achieved higher ratings in some languages and was close in others.

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Revue de linguistique et de didactique des langues 57 | 2018 Démarches créatives, détours artistiques et appropriation des langues Lire des textes littéraires hybrides puis écrire son texte en L2 : quelle place pour l'image et pour les « langues en réserve » de l'apprenant ? Reading Hybrid Literary Texts As a Stimulus to Writing in L2: Student Recourse to the Image and "Languages in Reserve"