Digital Media and Foreign Language Learning
[Summary generated by ChatGPT] Overview: This issue of Babylonia explores the theme of Digital Media and Foreign Language Learning, examining the integration of multimedia tools and platforms into language education. Nearly a decade after its 1998 issue on the same theme, this updated collection...
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| Format: | Article |
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| Language: | deu |
| Published: |
Association Babylonia Switzerland
2007-04-01
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| Series: | Babylonia |
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| Online Access: | https://babylonia.online/index.php/babylonia/article/view/675 |
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| Summary: | [Summary generated by ChatGPT]
Overview:
This issue of Babylonia explores the theme of Digital Media and Foreign Language Learning, examining the integration of multimedia tools and platforms into language education. Nearly a decade after its 1998 issue on the same theme, this updated collection revisits the role of digital technologies from both pedagogical and practical perspectives, reflecting on their potential, limitations, and evolution in classroom contexts.
Key Contributions:
The editorial pays tribute to outgoing foundation president Rolf Schärer, celebrates the appointment of Georges Lüdi, and highlights the relevance of ongoing debates on Swiss language policy. These institutional transitions frame the discussion around innovation in digital language learning.
Michael Langner opens the issue with a critical exploration of constructivist learning environments and how digital media can support autonomy, interaction, and learner-centered pedagogy. He distinguishes between mere "interactivity" and meaningful "interaction," arguing for blended models that combine real-world communication with digital tools.
Dieter Kranz examines blended learning, presenting case studies and reflections on how digital and face-to-face learning complement each other. Cornelia Gick focuses on the didactic value of digital platforms, while other contributions examine tools like chat rooms, online portfolios, interactive storytelling, and language learning platforms such as Moodle and lo-net2.
Pascale Morand, Elena Boldrini, Giorgio Comi, Hans Schütz, and others describe classroom experiments using digital media to enhance student motivation and support communicative goals. The issue also includes brain research findings on multimedia learning (Langner), analyses of user experience and cognitive overload, and perspectives on learner autonomy.
In the didactic insert, Julia Scheller presents grammar animations and classroom activities aimed at strengthening language structures through visual support.
Finally, the issue features contributions on broader language policy (Ghisla), literature-based language teaching, and reviews of tools and events that support multimedia integration.
Conclusion:
Babylonia 2/2007 presents a multifaceted view of how digital media are reshaping language education. It advocates for thoughtful, learner-centered integration of technology, emphasizing the importance of pedagogical coherence and teacher guidance. The contributions collectively point toward a future where media and learning converge meaningfully, without losing sight of the human and social dimensions of language acquisition.
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| ISSN: | 1420-0007 2673-6454 |