Chapter 9. Lessons from the fandom
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Shannon Sauro
Abstract
This chapter builds upon work in media and fandom studies to explore the use of fandoms (online networks of fans of books, movies, bands, etc.) and fandom tasks as pedagogical tools in technology-enhanced language classes. This fandom-oriented task-based approach to computer-assisted language learning (CALL) looks at the creative and practical work of several online fandoms, and focuses on examples of four different technology-mediated language tasks that offer both technological and linguistic continuity with language learners’ target online activities. The chapter explores the linguistic skills and proficiency levels targeted by each of the four tasks and discusses curriculum implications. Finally, this chapter concludes with a discussion of specific technology-influenced pedagogical considerations associated with fandom tasks.
Abstract
This chapter builds upon work in media and fandom studies to explore the use of fandoms (online networks of fans of books, movies, bands, etc.) and fandom tasks as pedagogical tools in technology-enhanced language classes. This fandom-oriented task-based approach to computer-assisted language learning (CALL) looks at the creative and practical work of several online fandoms, and focuses on examples of four different technology-mediated language tasks that offer both technological and linguistic continuity with language learners’ target online activities. The chapter explores the linguistic skills and proficiency levels targeted by each of the four tasks and discusses curriculum implications. Finally, this chapter concludes with a discussion of specific technology-influenced pedagogical considerations associated with fandom tasks.
Chapters in this book
- Prelim pages i
- Table of contents v
- Chapter 1. Towards technology-mediated TBLT 1
- Chapter 2. The need for needs analysis in technology-mediated TBLT 23
- Chapter 3. Prior knowledge and second language task production in text chat 51
- Chapter 4. Textbooks, tasks, and technology 79
- Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 115
- Chapter 6. TBLT and synthetic immersive environments 149
- Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 183
- Chapter 8. The third dimension 213
- Chapter 9. Lessons from the fandom 239
- Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 263
- Chapter 11. Evaluation of an online, task-based Chinese course 295
- Chapter 12. Afterword 323
- index 335
Chapters in this book
- Prelim pages i
- Table of contents v
- Chapter 1. Towards technology-mediated TBLT 1
- Chapter 2. The need for needs analysis in technology-mediated TBLT 23
- Chapter 3. Prior knowledge and second language task production in text chat 51
- Chapter 4. Textbooks, tasks, and technology 79
- Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 115
- Chapter 6. TBLT and synthetic immersive environments 149
- Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 183
- Chapter 8. The third dimension 213
- Chapter 9. Lessons from the fandom 239
- Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 263
- Chapter 11. Evaluation of an online, task-based Chinese course 295
- Chapter 12. Afterword 323
- index 335
