A Critical Media Literacy Approach to Digitality in Language Education.

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Abstract

In the field of language education the concept of digitality is still a relatively recent, albeit groundbreaking one (see, e.g., Hallet, 2020; Roters, 2023). Until now, the use of digital media has mostly been conceptualized in the context of digitalization and thus mainly technical in nature. This meant that learning languages with the help of digital media has largely been subsumed under terms such as Computer Assisted Language Learning (CALL), Technology-Enhanced Language Learning (TELL) or – more recently – conceptualised within larger frameworks such as the T/D-Pack Model or the DigCompEdu (Benitt et al., 2019; Blume, 2018). The engagement with digital texts produced with the help of digital media, though, has been subsumed under the area of 'text and media competences' and has been more concerned with students' ability to understand, interpret and produce texts. It has been thus largely conceptualized in the context of literature didactics. Consequently, there is a noticeable disconnect in the relevant competence frameworks and curricular guidelines (see, e.g., Council of Europe, 2001, 2020; KMK, 2012, 2023): The focus appears to be largely either on the use of digital media for language learning or on text analysis and text production. And while literature didactics include critical perspectives, CALL/TELL/T-/D-Pack approaches appear to lack aspects of critical pedagogy. The same is true for larger concepts such as However, in the context of digitality, (future) teachers need practice-oriented frameworks to support their future students in developing their own critical perspectives. This very view is at the heart of CML, a pedagogy which can be considered "an important strategy for educators to strengthen civic engagement and reassert the promise of democracy with an informed and empowered citizenry" (Kellner & Share, 2019, p. 13). In a dialogical approach, this contribution seeks to find ways of bringing together CML and digitality in language education. It discusses ways in which pre-service teachers could be supported in engaging their future students in adopting a critical perspective thoughout, thereby “teaching students to become discerning readers, interpreters, and producers of media texts and new types of social communication” (Kellner & Share, 2019, p. 13). Benitt, N., Schmidt, T., & Legutke, M. K. (2019). Teacher Learning and Technology-Enhanced Teacher Education. In X. Gao (Eds.), Second Handbook of English Language Teaching (pp. 1171-1193). Springer. Blume, C., & Würffel, N. (2018). Using Technologies for Foreign Language Learning in Inclusive Settings. FLuL 47(2), 8- 27. Council of Europe (2001). Common European Framework of References for Languages (CEFR). https://www.coe.int/en/web/common-european-framework-reference-languages. Diehr, B. (2020). Kohärenz und Korrespondenz. Die fachdidaktische Perspektive auf die universitäre Lehrerbildung. In M. Heer & U. Heinen (Eds.), Die Stimmen der Fächer hören. Fachprofil und Bildungsanspruch in der Lehrerbildung (pp. 325-342). Brill. Hallet, W. (2020). Digitalität: Kultur und fremdsprachliche Bildung. Hallet’s Language Learning Log. https://languagelearninglog.de/2020/10/09/digitalitaet-der-kultur/. Kellner, D. & Share, J. (2019). The Critical Media Literacy Guide. Engaging Media and Transforming Education. Leiden: Brill. KMK (2003). Bildungsstandards für die erste Fremdsprache (Englisch/Französisch) für den Mittleren Schulabschluss (Beschluss vom 4.12.2003). KMK. https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2003/2003_12_04-BS-erste-Fremdsprache.pdf. KMK (2012). Bildungsstandars für die fortgeführte Fremdsprache (Englisch/Französisch) für die Allgemeine Hochschulreife (Beschluss vom 18.10.2012). KMK. https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2012/2012_10_18-Bildungsstandards- Fortgef-FS-Abi.pdf KMK (2023). Bildungsstandards für die erste Fremdsprache (Englisch/Französisch) für den Ersten Schulabschluss und den Mittleren Schulabschluss (Beschluss vom 22.06.2023). KMK. https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2023/2023_06_22-Bista-ESA-MSA- ErsteFremdsprache.pdf

Speakers from the University of Münster

Matz, Frauke

Professorship for English teaching methodology (Prof. Matz)