Ecological perspectives on CALL

Hampel, Regine (2024). Ecological perspectives on CALL. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. Bloomsbury Publishing, pp. 131–143.

URL: https://www.bloomsbury.com/uk/bloomsbury-handbook-...

Abstract

This chapter explores the ways in which technology-enhanced language learning and teaching has been theoretically framed by ecological theories. One theory that has proved particularly useful for trying to understand the impact of the new media on language learning and teaching is complex dynamic systems theory (CDST). Developed within the natural sciences, it reflects an approach that is designed to deal with phenomena that consist of multiple, interconnected variables and allows us to examine entities engaged in a dynamic process. In order to do justice both to the learning context and to the importance of meaning-making in interaction, I link CDST with sociocultural theory and social semiotics (including multimodality and multiliteracies). The chapter illustrates the disruptive effect of the digital media on meaning-making in the traditional language classroom, particularly in the context of interaction patterns, communication modes and the ways in which learners are positioned in relation to the world.

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