I am interested in providing French Language lovers of all levels in general and my students, in particular, a consistent and well-sustained Language and literature Website and app in which they could find appropriate material to broaden their horizons. More specifically, my aim is to bring my undergraduate students from various disciplines- that still take French language core courses just as university requirements- close to other aspects of French /francophone culture and civilization that are not listed in the course outline imposed by the curriculum to non-tenure-track faculties like me.
The postulate which underpins the idea of creating other website and app to the numerous existing ones lays on the discovery that too many of them are a little bit just a repetition of the topics covered in the curriculum. I want something that would take into consideration the website’s visitor or app’s purchaser’s need of evasion from standardized topic and issues so frequent in various language websites.
However, I am still in the domain of ideas and I have never built an independent website or app – I don’t consider the site I created last Fall in Cuny Academic Commons as neither an independent nor a well-constructed site: https://bpawa.commons.gc.cuny.edu/. Thus, I need to acquire in this course technical skills to built both a challenging French-language website and an app.
I’d like to build a tool that would help students learn historical and cultural references in order to strengthen humanities undergrad liberal arts education. Many Freshman don’t know the most basic references of historical figures, myths, objects, monuments, literary references, cultural moments, etc. I see this as an interactive platform, perhaps in a blog/vlog form or in a technology format that I’m not yet versed in and/or that I might design and build.
One of the models for this idea is the 2010 BBC’s Radio 4 series, a “History of the World in 100 Objects” and the 2017-18 MoMA exhibition titled “Is Fashion Modern?” of the 100 most influential fashion items.
I see this tool being of use and value, through this example: I was teaching Media Studies 101 one day and the subject of Iago came up. The class stared at me blankly—no one knew who Iago was, shockingly. So rather than “lecture” them on Shakespeare I asked them to name any other antagonist or “villain” they knew. Silence. So I took it down another notch and asked them to identify an “evil” character or a “nemesis”. Still nothing. Enter the tool I’m envisioning which could be accessed and searched at that moment to bring up Iago, and then other references. Iago could be made to “ping” Shakespeare, Othello, the year/s Othello was written, actors who’ve portrayed Iago on stage and on film, and additional cross references.
I’m interested in learning and exploring Twine for this project idea, and recently, Omeka was recommended to me for it also.
These are my initial thoughts and conceptions, and I look forward to exploring them toward building this.
I am interested in the theoretical and applied connections between coding, game design, and literacy. In particular, I would like to design online games and apps that support critical linguistic awareness among African American youth in the United States. Linguistic diversity is often used as synonym for multilingualism, where variation within named languages is omitted. Linguists contend that the differences between languages and dialects are politically rather than scientifically determined. While the shifts from Black English to African American Vernacular to African American Language signify important ideological perspectives, naming itself does not instigate attitudinal and structural changes.
The default focus on named languages has tangible effects on education policy as the diversity of English varieties within speech communities is ignored. There are neither critical linguistic awareness professional development for teachers nor pedagogical interventions for speakers of regional and world English varieties. Because of this void, I would like to create interactive technology that uses game design to teach youth what I have termed comparative American linguistic and cultural awareness (CALACA). Calaca is a Mexican and Central American term for ‘skeleton’ or ‘death.’ As skeletons represent the ancestors, CALACA builds respect for the multicultural and multilingual inheritance of the Americas. In addition, CALACA also promotes religious pluralism by centering indigenous and African traditional religions.
My project idea is based on my data project of Digital Praxis 1. Because we will work on group projects in Digital Praxis 2, I need to discontinue my project for digital praxis 1. So I think maybe I could continue with that project in ITP Core 2. The project is a text analysis of all the issues of an academic journal titled Language Teaching and Technology. My goal for this project is to find out how technology is used in second language classrooms. I have done some preliminary work for this project. I used voyant tools to analyze a txt file that contains the issues of this journal published in the recent four years (this journal has been published since 10 years ago and I converted all the pdf files of the issues of this journal into a text file but somehow voyant tools could not analyze it. Therefore I used the issues of 4 years of this journal as a sample for analysis). I obtained a list of word frequencies of the text file, and then picked out the words that denote a certain technology, for example, wiki. I then had a list of frequencies of all the technology words in this txt file. I put all the words on this list into different categories and ranked their frequencies. My next step is to study a certain technology and see how it is used in second language classrooms. For example, I found that wiki is the most frequent word on the list, so I think I can study how it is used through text analysis of the academic papers that have the word “wiki”. However, I don’t really know how to study the use of a technology through text analysis.