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Blogs in Spanish beyond the classroom

Sociocultural opportunities for second language development
  • Eduardo Negueruela-Azarola
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Electronic Discourse in Language Learning and Language Teaching
This chapter is in the book Electronic Discourse in Language Learning and Language Teaching

Abstract

This chapter explores pedagogical uses of blogs written in Spanish and available in the web as productive digital moments that expand and reorganize the second language (L2) learning experience. Using Sociocultural Theory (SCT) c(see Lantolf & Thorne, 2006) as an explanatory framework to understand L2 written and oral communication, I consider the importance of mindful cattention for development (see Salomon, 1991) and present two metaphors c(expansion and reorganization) for understanding blogs both as a rich locus cof communication and conceptualization and as a source of current unique texts for cultural, psychological, and social interpretation outside the classroom but only a digital click away for the L2 learner. A basic sociocultural topic-coriented heuristic for a reflective exploration of the Spanish-language blogosphere is provided so that Spanish teachers have a a sample pedagogical tool to offer to L2 learners. This study promotes meaningful utilization of Spanish-language blogs beyond the L2 classroom by recognizing blogs as a valuable sociocultural human activity.

Abstract

This chapter explores pedagogical uses of blogs written in Spanish and available in the web as productive digital moments that expand and reorganize the second language (L2) learning experience. Using Sociocultural Theory (SCT) c(see Lantolf & Thorne, 2006) as an explanatory framework to understand L2 written and oral communication, I consider the importance of mindful cattention for development (see Salomon, 1991) and present two metaphors c(expansion and reorganization) for understanding blogs both as a rich locus cof communication and conceptualization and as a source of current unique texts for cultural, psychological, and social interpretation outside the classroom but only a digital click away for the L2 learner. A basic sociocultural topic-coriented heuristic for a reflective exploration of the Spanish-language blogosphere is provided so that Spanish teachers have a a sample pedagogical tool to offer to L2 learners. This study promotes meaningful utilization of Spanish-language blogs beyond the L2 classroom by recognizing blogs as a valuable sociocultural human activity.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. About the contributors vii
  4. Introduction 1
  5. Part I. New literacies
  6. English in cyberspace 11
  7. Navigating and interpreting hypertext in French 43
  8. Web-based translation for promoting language awareness 65
  9. Part II. Chat
  10. Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments 87
  11. Teaching language variation in French through authentic chat discourse 111
  12. Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings 127
  13. Part III. Podcasts
  14. Podcasts and second language learning 153
  15. Discourse analysis of podcasts in French 169
  16. Part IV. Blogs
  17. Interactional and discursive features of English-language weblogs for language learning and teaching 193
  18. Second-person pronoun use in French-language blogs 213
  19. Blogs in Spanish beyond the classroom 241
  20. Part V. Discussion forums
  21. Linguistic and social dimensions of French-language discussion forums 263
  22. The discussion forum as a locus for developing L2 pragmatic awareness 291
  23. The discussion forum as a component of a technology-enhanced Integrated Performance Assessment 319
  24. Index 345
https://doi.org/10.1075/lllt.25.17neg

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. About the contributors vii
  4. Introduction 1
  5. Part I. New literacies
  6. English in cyberspace 11
  7. Navigating and interpreting hypertext in French 43
  8. Web-based translation for promoting language awareness 65
  9. Part II. Chat
  10. Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments 87
  11. Teaching language variation in French through authentic chat discourse 111
  12. Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings 127
  13. Part III. Podcasts
  14. Podcasts and second language learning 153
  15. Discourse analysis of podcasts in French 169
  16. Part IV. Blogs
  17. Interactional and discursive features of English-language weblogs for language learning and teaching 193
  18. Second-person pronoun use in French-language blogs 213
  19. Blogs in Spanish beyond the classroom 241
  20. Part V. Discussion forums
  21. Linguistic and social dimensions of French-language discussion forums 263
  22. The discussion forum as a locus for developing L2 pragmatic awareness 291
  23. The discussion forum as a component of a technology-enhanced Integrated Performance Assessment 319
  24. Index 345
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