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Description
(Short description)
The digital world opens up a vast number of spaces such as immersive virtual reality, digital book corners, and discourses marked by hashtags. In this volume, we argue that newly emerging digital spaces and textualities should play a more central role in English language education, as their multimodality and interactivity opens up manifold opportunities for engaging with different levels of meaning within the target language. Theoretical, empirical, and practice-oriented contributions offer insights into current research projects and teaching concepts.
(Text)
The digital world opens up a vast number of spaces such as immersive virtual reality, digital book corners, and discourses marked by hashtags. In this volume, we argue that digital spaces and textualities should play a more central role in English language teaching and learning (ELT), emphasising their multimodal and interactive nature as a means of engaging with different layers of meaning in the target language. Digital spaces function as contact zones where readers and writers communicate, negotiate experiences, and shape collective identities. Within these spaces, digital textualities create opportunities for competence development across various language-related domains, fostering a critical engagement with texts. Bringing together theoretical insights, conceptual developments, and case studies, this volume explores the potential of digital spaces and textualities for ELT while addressing their practical implications.
(Table of content)
Acknowledgements IntroductionRalf Gießler & Theresa SummerIntroducing Digital Textualities and Spaces for ELTA. Examples of Digital Textualities and SpacesChristian Ludwig & Michaela SambanisTikTok for Book Lovers? - Bookfluencing in English Language TeachingRalf Gießler & Daniel BeckerOpening Up Digital Spaces: Towards a Progression of Hashtags as Small Texts in the EFL ClassroomEngelbert ThalerMusic Videos RevisitedSean HoltExploring the Possibilities of Hypertext Fiction for English Language EducationIsabelle Sophie Thaler & Benedikt MeiningerThe Digital Poetry Escape Room: Sparking Pupils' Motivation for Poetry through a Competicooperative EnvironmentTheresa Summer, Valentin Werner, Regina Grund, Manfred KrugA Survey on Songs in ELT among Pre-Service Teachers in Germany: Experiences, Attitudes, and Future PotentialB. Teacher EducationMaria Eisenmann & Jeanine SteinbockPromoting Global Citizenship Education among Pre-Service English Teachers: Immersive Anti-Bias Training through Social Virtual RealityClaudia Schnellbögl, Michelle Zirkel, Anna Bösendörfer, Theresa SummerForeign Language Teachers' Perspectives on Global Education, Digital Media, and Extended RealityTheresa Summer, Maria Eisenmann, Andreas GrünewaldTeacher Training Courses for Integrating AI and VR into Foreign Language EducationEditors and Contributors
(Author portrait)
Theresa Summer ist Jr.-Professorin für Fachdidaktik Englisch an der Universität Bamberg. Ihre Forschungsinteressen umfassen Perspektiven von Lernenden auf den Englischunterricht, kritische Fremdsprachendidaktik, Popkultur, Grammatikunterricht, Globales Lernen und digitale Technologien. Sie ist Mitherausgeberin zahlreicher Sammelbände sowie der Zeitschrift Englisch 5-10 und im Rahmen des DiSo-SGW Projektes Teil des Kompetenzverbundes lernen:digital (BMBF). Ralf Gießler ist Akademischer Oberrat für Fachdidaktik Englisch an der Bergischen Universität Wuppertal. Seine Forschungsinteressen liegen im Bereich der Sprach- und Mediendidaktik und umfassen u.a. Arbeiten zum digitalen Feedback beim fremdsprachlichen Schreiben sowie zur Wortschatzdidaktik und Professionsforschung
