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  • TELL-ING IT LIKE IT IS: PRACTICAL IMPLICATIONS FROM A CRITICAL STANCE ON TECHNOLOGY-ENHANCED LANGUAGE LEARNING

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    HortigueraPUB1532.pdf (544.8Kb)
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    Version of Record (VoR)
    Author(s)
    Diaz, Adriana Raquel
    Hortiguera, Hugo
    Griffith University Author(s)
    Hortiguera, Hugo H.
    Year published
    2016
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    Abstract
    This paper presents a critical stance in the face of the technology-enhanced language learning (TELL) hype in higher education (HE). This hype, largely driven by institutional – instrumental and financial – imperatives has come under increasing scrutiny in recent times. Indeed, emerging discourses surrounding the broader context of technology-enhanced learning question the focus on technology-led innovation rather than pedagogy-led innovation as well as a number of scholarly aspects that remain largely undertheorised (cf. Bayne, 2014; Kirkwood & Price, 2013, 2014). In this paper we thus set out to articulate the challenges ...
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    This paper presents a critical stance in the face of the technology-enhanced language learning (TELL) hype in higher education (HE). This hype, largely driven by institutional – instrumental and financial – imperatives has come under increasing scrutiny in recent times. Indeed, emerging discourses surrounding the broader context of technology-enhanced learning question the focus on technology-led innovation rather than pedagogy-led innovation as well as a number of scholarly aspects that remain largely undertheorised (cf. Bayne, 2014; Kirkwood & Price, 2013, 2014). In this paper we thus set out to articulate the challenges we face as language educators in the HE context and, in so doing, bring to light the glaring methodological gap that emerges from these. This discussion is complemented by practical examples from ongoing curricular innovation in intermediate Spanish language courses. These practical examples – drawn from an Action Research-driven pedagogic intervention on the use of PowerPoint in Spanish as a second/foreign language – illustrate the pedagogical strategies we have implemented to respond to these challenges critically, but also, creatively. These strategies integrate theoretical principles from cognitive grammar (cf. Llopis-García, 2011) and an affective engagement approach (cf. Arnold, 2000) to address specific pedagogical concerns that have emerged in these courses.
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    Journal Title
    Revista de Lenguas para Fines Específicos
    Volume
    22
    Issue
    1
    Publisher URI
    https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/Revista%20de%20Lengua%20para%20Fines%20Espec%C3%ADficos
    Copyright Statement
    © The Author(s) 2016. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC BY-NC-ND 4.0) License (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Iberian Languages
    Publication URI
    http://hdl.handle.net/10072/99577
    Collection
    • Journal articles

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