Session Information
31 ONLINE 22 A, Digital Citizenship Education and Foreign Languages: challenges for foreign language teachers
Symposium
MeetingID: 867 9519 8404 Code: kK90NS
Contribution
This paper aims to establish concrete interfaces and connections between Foreign Language Learning (FLL) and Digital Citizenship Education (DCE), for which we will draw on existing European and international policy frameworks of DCE and democracy education. Such a transfer is a desideratum that needs to be developed from the specific perspective of FLL as a subject and discipline. Furthermore, tentative recommendations for assessing DCE in FLL will be presented. To facilitate this transfer, we will draw on five connectivity points between FLL and DCE that we developed in the context of the Erasmus+ project “Digital Citizenship Education and Foreign Language Learning (DiCE.Lang)”. For this project, the five consortium partners from Ludwig-Maximilians-Universität München, University of Limerick, Universidade de Aveiro, Siena Italian Studies and Latvijas Universitate work towards modelling the specific perspectives of FLL into initiatives of DCE. In particular, the five connectivity points at the intersection of FLL and DCE entail: • The foreign language component necessary for digital citizens to communicate in the digital world, which includes a focus both on the language competences and the digital literacies necessary for learners to understand, interpret, manage, share and create meaning in the growing density of digital communication channels and online media; • An inter- and transcultural perspective on digital exchanges in a world where cultural encounters and cultural diversity are a crucial component of digital environments, and where digital media serve as important transmitters of cultural knowledge; • An identity-oriented perspective to strengthen learners’ personalities with respect to their increasingly constant online presence and by considering the impact digital environments might have on their identity formation; • A content-oriented perspective that relates current themes of our times to digital transformations (e.g. migration, diversity, sustainability); such current themes can also be framed as ‘global issues’, i.e. themes of a more universal relevance that affect the world at large and that do not stop short at national borders; • A strong critical and reflective component that makes it possible to reflect on the increasing digitalization of learners’ lifeworlds.
References
Council of Europe (2021). A Portfolio of Competences for Democratic, Council of Europe. Council of Europe Publishing. Council of Europe (2021). Assessing Competences for Democratic Culture: Principles, Methods. Council of Europe Publishing. Council of Europe (2018). Reference Framework of Competences for Democratic Culture: Descriptors of Competences for Democratic Culture. Council of Europe Publishing. Council of Europe (2019). Digital citizenship education handbook. Council of Europe Publishing. Lütge, Ch, & Thorsten, M. (2022). Digital Citizenship in Foreign Language Learning and Teaching: Educating the Global Citizens of the Future. In: Lütge, Christiane/ Merse, Thorsten/ Rauschert, Petra (Eds.), Global Citizenship in Foreign Language Education: Concepts, Practices, Connections. Routledge. Ribble, M. (2015). Digital citizens in schools. Nine elements all students should know. (3rd ed.). International Society for Technology in Education.
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