Abstract
Based on a digital discourse perspective as described by Schismenos (2021), the present paper explores to what extent language educators realise how the digital transforms our conceptualisations of language. Towards this aim we draw on ‘after language’ conceptualisations of communication prioritizing the role of digitality in reshaping human interaction, i.e. in creating a new “grammar” for meaning making (Cope & Kalantzis, 2020a, 2020b). Specifically, we examine language educators’ attitudes towards digitality and language as expressed in five (5) 5-membered focus groups during a postgraduate class on language analysis and teaching in multilingual contexts. Van Leeuwen’s (2008) social actor and social action distinction is used to map how participants’ make sense of language and if and to what extent they acknowledge the importance of digitality in reimagining languaging and consequently the art of language teaching. We conclude with some suggestions and ideas about the importance of further raising language teachers’ awareness around issues of digital discourse and its implications for theorizing on communication and language.
Presenters
Eleni KarantzolaAssociate Professor, Linguistics, University of the Aegean, Greece Roula Kitsiou
Assistant Professor of Sociolinguistics, Humanities, University of Thessaly, Thessaly, Greece Evangelos Intzidis
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Language, Education, Communication
