10 Linguistic risk-taking and informal language learning in Canada and Austria
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Stefanie Cajka
Abstract
In this chapter, we address informal language learning through the pedagogical practice of Linguistic Risk-Taking (Slavkov 2020; Slavkov and Séror 2019), conceived at a Canadian bilingual post-secondary institution and subsequently developed at an Austrian university. The practice is designed to bridge classroom learning and leisure-based, real-life practice. Linguistic risks are opportunities for language learners to execute authentic communicative acts with an affective slant in the target language, outside the classroom. To encourage informal learning through linguistic risk-taking, we developed a passport (in Canada) and a booklet “Riskier was!” (in Austria) with extensive lists of risks involving everyday life and leisure activities in the learners’ target languages. In this chapter, we report initially on the development of these paper tools across both sites. Through interviews conducted with participating learners, we show the way in which students perceived a digital version of the initiative as potentially leading to improvements across three dimensions: proximity, personalised experience, and interaction. We proceed to document the development of a mobile linguistic risktaking app for Android and Apple in Canada. Our work points to considerable benefits of developing a digital linguistic risk-taking app as the next logical step to supplement the paper-based initiative, incorporate the affordances of modern mobile technology, and further foster informal language learning through linguistic risk-taking.
Abstract
In this chapter, we address informal language learning through the pedagogical practice of Linguistic Risk-Taking (Slavkov 2020; Slavkov and Séror 2019), conceived at a Canadian bilingual post-secondary institution and subsequently developed at an Austrian university. The practice is designed to bridge classroom learning and leisure-based, real-life practice. Linguistic risks are opportunities for language learners to execute authentic communicative acts with an affective slant in the target language, outside the classroom. To encourage informal learning through linguistic risk-taking, we developed a passport (in Canada) and a booklet “Riskier was!” (in Austria) with extensive lists of risks involving everyday life and leisure activities in the learners’ target languages. In this chapter, we report initially on the development of these paper tools across both sites. Through interviews conducted with participating learners, we show the way in which students perceived a digital version of the initiative as potentially leading to improvements across three dimensions: proximity, personalised experience, and interaction. We proceed to document the development of a mobile linguistic risktaking app for Android and Apple in Canada. Our work points to considerable benefits of developing a digital linguistic risk-taking app as the next logical step to supplement the paper-based initiative, incorporate the affordances of modern mobile technology, and further foster informal language learning through linguistic risk-taking.
Chapters in this book
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
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Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
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Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
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Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
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Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
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Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
Chapters in this book
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
-
Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
-
Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
-
Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
