Building a multilingual niche: code-choice and code-alternation at the Day of Multilingual Blogging

Buendgens-Kosten, Judith

doi:10.14393/dl27-v10n4a2016-9

Cited by 1 publication

(1 citation statement)

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“…Such multilingual practices in the digital wilds are not limited to highly proficient language users. The internet is brimming with multilingual niches, i.e., spaces in which multilingual practices are not only permitted, but socially and materially rewarded, and in which language users at any language level can be 'outsiders together' (Erard, 2012;Buendgens-Kosten, 2016). Multilingual online storytelling, in particular, allows language users great freedom to play with languages, to do identity-related work, to question aspects of a source text that remain unexplored in more institutionalized or mainstream settings, and to use an additional language as a plot device or to add humor.…”

Section: Maker Culture and Its Relevance For Multilingual Digital Sto...mentioning

confidence: 99%

“There’s always an option”

Cornillie¹,

Buendgens-Kosten²,

Sauro³

et al. 2021

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In the digital wilds, storytelling practices are thriving (often in transcultural and multilingual contexts) that share with maker culture a belief in learning through doing, bricolage, collaboration, and playfulness. Key examples are fanfiction, a form of creative writing that transforms popular media in some way, and interactive fiction, a form of nonlinear narrative that verges on the world of gaming. This paper documents a pedagogical intervention carried out within the FanTALES project, which leverages creative writing and meaning-making practices from the digital wilds to develop teaching and learning activities that engage secondary school learners in the writing of multilingual interactive fanfiction. Adolescent learners of English as a foreign language (N = 21) wrote multilingual interactive fanfiction based on the digital game series Assassin's Creed. Qualitative content analysis of focus groups with these learners suggests that they experienced intrinsic motivation and developed skills in language and storytelling as well as transversal competences. They also dealt with a lowered sense of autonomy due to the open-endedness of the tasks, and struggled with a lack of sufficient knowledge about storytelling practices and the source text, as well as with project management. Potential improvements for the pedagogical implementation include more scaffolding of the tasks, and better integration with curriculum and assessment.

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Section: Maker Culture and Its Relevance For Multilingual Digital Sto...mentioning

confidence: 99%