Adapting Social and New Media Contexts for L2 Writing Practice Greg Kessler Ohio University

Adapting Social and New Adapting Social and New Media Contexts for L2 Media Contexts for L2 Writing PracticeWriting Practice

Greg KesslerGreg KesslerOhio UniversityOhio University

Foundational AssumptionFoundational Assumption

Pedagogical ShiftPedagogical Shift

-Reconceptualization of -Reconceptualization of Classroom practicesClassroom practices

Storch, N. (2005).Storch, N. (2005).

-New Purpose: To Participate-New Purpose: To ParticipateKessler, G. (2012)Kessler, G. (2012)

Other RealitiesOther Realities

Changing nature of how we Changing nature of how we communicate, including communicate, including contexts, tools and purposes.contexts, tools and purposes.

Emergence of Netspeak or Emergence of Netspeak or Textspeak (Crystal, 2001; Textspeak (Crystal, 2001; 2008)2008)

Why Use Social & New Why Use Social & New Media & Associated Media & Associated Digital Artifacts to Digital Artifacts to Construct Collaborative Construct Collaborative Learning Materials and Learning Materials and Practices?Practices?

• Social and New Media are Ubiquitous in Social and New Media are Ubiquitous in Our Lives TodayOur Lives Today

• The artifacts of Social and New Media are The artifacts of Social and New Media are Rich and Compelling Rich and Compelling

• Social and New Media Promote Social and New Media Promote Collaborative and Co-Constructive Collaborative and Co-Constructive Participatory CultureParticipatory Culture

Kessler, G. (2013)Kessler, G. (2013)

Social and New Media Social and New Media Cultivate Contexts and Cultivate Contexts and

Artifacts that are:Artifacts that are:

Linguistically RichLinguistically RichAuthenticAuthenticDiverseDiverseComplexComplex

CompellingCompellingEvolvingEvolving

ParticipatoryParticipatory

Collaborative Practices Collaborative Practices Promote:Promote:

More Accuracy (Wigglesworth & Storch, More Accuracy (Wigglesworth & Storch, 2009)2009)

Ongoing Exchange of feedback (Storch, Ongoing Exchange of feedback (Storch, 2009)2009)

Multi-modality (Vinogradova, 2011)Multi-modality (Vinogradova, 2011)

Improved Individuals’ skills (Elola & Improved Individuals’ skills (Elola & Oksoz, 2010)Oksoz, 2010)

Development of Autonomy (Kessler, et. Development of Autonomy (Kessler, et. al.,2012)al.,2012)

Why Social Media?Why Social Media?Students are Writing Extensively in These Students are Writing Extensively in These ContextsContextsIncreased Amount & Time (Increased Amount & Time (Purcell, K., et. al., 2013)

Public Text Promotes Higher Quality (Bloch, 2007)Public Text Promotes Higher Quality (Bloch, 2007)

Authentic Context, Task, Purpose, etc (Egbert et. Authentic Context, Task, Purpose, etc (Egbert et. al., 2007)al., 2007)

More opportunities for practice and feedback More opportunities for practice and feedback (Kessler, 2012)(Kessler, 2012)

Cultivation of social media presence mirrors Cultivation of social media presence mirrors portfolio portfolio practices (Kessler, 2014)practices (Kessler, 2014)

PerspectivPerspectivee

PerspectivePerspective

Perspective & Potential Perspective & Potential of Authentic Contextsof Authentic Contexts

Local ExpertiseLocal Expertise

MetadiscussionMetadiscussion

Access to Other Access to Other MetadiscussionMetadiscussion

Opportunities for Student Opportunities for Student Practice and Sharing of Practice and Sharing of ContentContent

Student Authored Student Authored ContentContentSimplifiedSimplified

Student Authored Student Authored ContentContentSimplifiedSimplified

Rich Authentic Class Rich Authentic Class ContextsContexts

http://www.youtube.com/watch?http://www.youtube.com/watch?v=ZpGRopPNWI4v=ZpGRopPNWI4

Rich Authentic Class Rich Authentic Class ContextsContexts

Challenging Challenging EngagementEngagement

Crowd Sourced Crowd Sourced FeedbackFeedback

Crowd Sourced Crowd Sourced FeedbackFeedback

Aggregators and Aggregators and ContentContent

another sample of social mediaanother sample of social media

Mashups (Google Maps Mashups (Google Maps and Student Authored and Student Authored Content)Content)

Hyper collaborationHyper collaboration

http://call.ohio.edu/cj2013/gd.m4v

What is Writing?What is Writing?

How can we use these new forms to construct How can we use these new forms to construct writing that resembles and supports more writing that resembles and supports more academic writing? academic writing?

How can we draw connections between these How can we draw connections between these practices to make writing seem more familiar, practices to make writing seem more familiar, comfortable and natural to students who are comfortable and natural to students who are already inclined to write, but not within our already inclined to write, but not within our formal contexts?formal contexts?

Challenges For Academic Challenges For Academic WritingWriting

Thanks!Thanks!

kessler@ohio.edu

Gregkesslerphd.com/Gregkesslerphd.com/sslw2014/sslw2014/

ReferencesReferences

Bloch, J. (2007b). Technologies in the second language composition classroom. Ann Bloch, J. (2007b). Technologies in the second language composition classroom. Ann Arbor, MI: University of Michigan Press. Arbor, MI: University of Michigan Press.

Crystal, D. (2001). Language and the Internet. Cambridge, UK: Cambridge Uni- versity Crystal, D. (2001). Language and the Internet. Cambridge, UK: Cambridge Uni- versity Press. Press.

Crystal, D. (2008). Txtng: The Gr8 Db8. New York, NY: Oxford University Press. Crystal, D. (2008). Txtng: The Gr8 Db8. New York, NY: Oxford University Press.

Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technol- ogy, 14(3), 51-71. writing conventions development. Language Learning & Technol- ogy, 14(3), 51-71. http://llt.msu.edu/issues/october2010/elolaoskoz.pdf http://llt.msu.edu/issues/october2010/elolaoskoz.pdf

Kessler, G. (2013). Invited Essay: Teaching ESL/EFL in a world of social media, mash-ups Kessler, G. (2013). Invited Essay: Teaching ESL/EFL in a world of social media, mash-ups and hyper-collaboration. and hyper-collaboration. TESOL Journal, 4TESOL Journal, 4(4).(4).

Kessler, G. (2013). Collaborative language learning in co-constructed participatory Kessler, G. (2013). Collaborative language learning in co-constructed participatory culture. culture. CALICO Journal, 30CALICO Journal, 30(3), 307-322.(3), 307-322.

Kessler, G., Bikowski, D, & Boggs, J. (2012). Collaborative Writing Among Second Language Kessler, G., Bikowski, D, & Boggs, J. (2012). Collaborative Writing Among Second Language Learners in Academic Web-Based Projects. Language Learning & Technology, 16(1), 91-109.Learners in Academic Web-Based Projects. Language Learning & Technology, 16(1), 91-109.

Kessler, G. (2012). Preparing tomorrow’s second language writing teachers. In G. Kessler, A. Kessler, G. (2012). Preparing tomorrow’s second language writing teachers. In G. Kessler, A. Oskoz, & I. Elola, (Eds.), Technology Across Writing Contexts and Tasks. CALICO Monograph.Oskoz, & I. Elola, (Eds.), Technology Across Writing Contexts and Tasks. CALICO Monograph.

Purcell, K., Buchanan, J., Friedrich, L. (2013). The impact of digital tools on student writing Purcell, K., Buchanan, J., Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools [Internet & American Lift Project]. Washington, DC: and how writing is taught in schools [Internet & American Lift Project]. Washington, DC: PewResearch Center. Retrieved from PewResearch Center. Retrieved from http://www.pewinternet.org/files/old-media/Files/Reports/2013/PIP_ NWP%20Writing%20andhttp://www.pewinternet.org/files/old-media/Files/Reports/2013/PIP_ NWP%20Writing%20and%20Tech.pdf%20Tech.pdf

Storch, N. (2005). Collaborative writing: Product, process and students’ reflections. Journal of Storch, N. (2005). Collaborative writing: Product, process and students’ reflections. Journal of Second Language Writing, 14, 153-173. Second Language Writing, 14, 153-173.

Wigglesworth, G., & Storch, N. (2009). Pairs versus individual writing: Effects on fluency, Wigglesworth, G., & Storch, N. (2009). Pairs versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26, 445-466. complexity and accuracy. Language Testing, 26, 445-466.