This collection offers a comprehensive account of the development of intercultural communication strategies through Virtual English as a lingua franca, reflecting on the ways in which we make pragmatic meaning in today’s technology-informed globalized world.
The volume places an emphasis on analyzing transmodal, trans-semiotic, and transcultural discourse practices in online spaces, providing a counterpoint to existing ELF research which has leaned towards unpacking formal features of ELF communication in face-to-face interactions. The chapters explore how these practices are characterized and then further sustained via non-verbal semiotic resources, drawing on data from a global range of empirical studies. The book prompts further reflection on readers’ own experiences in online settings and the challenges of VELF while also supplying educators in these contexts with the analytical resources to better bridge the gap between formal and informal learning.
Highlighting the dynamic complexity of online intercultural communication in the twenty-first century, this book is a valuable resource for students and scholars in applied linguistics, language education, digital communication, and intercultural communication.
This collection offers a comprehensive account of the development of intercultural communication strategies through Virtual English as a Lingua Franca, reflecting on the ways in which we make pragmatic meaning in today’s technology-informed globalized world.
Arvustused
"This compelling volume presents pioneering work into Virtual English as a Lingua Franca and provides significant insights into discourse, practice, and implications of VELF for ELT professionals in the fast-moving and interconnected world in the digital age. It is a welcome collection that explores ELF practice constructed amid spatial repertoires in virtual communities. It is an enjoyable read with theory-based analyses of fascinating data, which offer rich resources for teachers and students who look for timely inspiration to make ELT classrooms and learning activities more engaging!"- Ying Wang, University of Southampton
Introduction: Virtual English as a Lingua Franca: Investigating the
Discourse of Digital Exchanges and Understanding Technology-Enhanced Learning
by Inmaculada Pineda and Rino Bosso
Part 1: Analyzing VELF Discourse
Chapter 1 Understanding hybridity in VELF exchanges: Overt, covert, and
technology-enhanced translational phenomena by Rino Bosso
Chapter 2 Virtual English as a lingua franca, Transmodal, Translingual and
transcultural strategies in Twitter: The case study of @EEII_UMA by
Inmaculada Pineda
Chapter 3 A multimodal and translanguaging approach to video-mediated
interaction in Virtual English as a lingua franca contexts by Maria Grazia
Sindoni
Part 2: Creativity in VELF
Chapter 4 Virtual Singlish as a Lingua Franca: Translingual Entrepreneurship
Through Poetry by Eunice Lim Ci Lim and Suresh Canagarajah
Chapter 5 Exploring creativity and competence in online discussion forums
using Virtual English as a lingua franca by Zhichang Xu
Chapter 6 "Im so jealous": A Corpus-pragmatic Analysis of Compliments and
Praise in Virtual English as a Lingua Franca (VELF) by Boudjemaa Dendenne
Part 3: Teaching experiences and Teacher training through/with VELF
Chapter 7 Exploring the impact of virtual exchange in Virtual English as a
lingua franca (VELF): Views on self-efficacy and motivation by Anna Nicolaou
and Ana Sevilla-Pavón
Chapter 8 Designing Synchronous Online Learning Experiences with Social Media
as Semiotic Technologies by Fei Victor Lim
Chapter 9 VELF in pre-service teacher education: Insights from Brazilian ELT
by Eduardo H. Diniz de Figueiredo, Lucielen Porfirio and Sávio Siqueira
Conclusions: Virtual English as a lingua franca: Taking stock of the lessons
learned and looking ahead by Rino Bosso and Inmaculada Pineda
List of contributors
Advisory board
Index
Inmaculada Pineda is Assistant Professor at the University of Málaga (Spain). Applying ELF research implications into Teacher Training and ELT, she has published on multimedia resources in Teacher Education from an ELF perspective; pre-service teachers metalinguistic attitudes; ELF Pedagogy and CLIL/EMI training programs. Her current research interests focus on ELF Pedagogy and teacher training, VELF, and Transmodality and Translanguaging.
Rino Bosso is an independent researcher with a keen interest in intercultural pragmatics and online communication. He has worked as a research fellow and lecturer in English for Specific Purposes at the University of Cagliari, Italy, and has recently completed a PhD on VELF communication at the University of Vienna, Austria. His most recent publications focus on the longitudinal investigation of informal learning processes enacted through naturally-occurring VELF exchanges.
Lisainfo e-raamatute kohta