'Parlure Games': Leaping Outta the HVPT Lab and into the Ecological Classroom
Saved in:
| Title: | 'Parlure Games': Leaping Outta the HVPT Lab and into the Ecological Classroom |
|---|---|
| Language: | English |
| Authors: | Rhonda Chung, Walcir Cardoso |
| Source: | TESL Canada Journal. 2024 41(1):79-102. |
| Availability: | TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: https://teslcanadajournal.ca/index.php/tesl |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Language Acquisition, Computer Assisted Instruction, Technology Uses in Education, Visual Aids, Speech Instruction, Educational Technology, Experiential Learning, English (Second Language), Foreign Countries, Teaching Methods, Critical Theory, Phonetics, Educational Games, Audiovisual Aids, Second Language Instruction, Usability, Teacher Attitudes, Preservice Teachers |
| Geographic Terms: | Canada |
| ISSN: | 0826-435X 1925-8917 |
| Abstract: | Reterritorialization is an imperial process that creates settler colonial nations, like Canada, and funds intergenerational settler policies to assert intergenerational control over unceded territory, like English-only and French-only teacher education programs. This results in pedagogies designed to discourage learners from exploring other languages, instead focusing on the learning of low-variable, standardized materials (e.g., from mass media), which privilege social speech markers indexed to white native speakers. Such invariability is neither sociocognitively advantageous to learners nor linked to robust language learning, predicting miscommunication. To address this lack of variation in the imperial language curriculum, we developed "Parlure Games," a computer-assisted language-learning tool that promotes exposure to and interaction with highly variable audiovisual social speech markers (via high-variability phonetic training: HVPT, a technique that enhances learning through varied input), while also scaffolding land-sensitizing activities critical of imperial sprawl using online mapping. In this paper, we report on the development of "Parlure Games," explore its pedagogical affordances, and assess its acceptance as a de/colonizing audiovisual learning tool by teacher candidates enrolled in a TESL program in Quebec. By providing opportunities to interact with diverse social speech markers, "Parlure Games" provides a means to pluralize the imperial classroom while sensitizing instructors to its reterritorializing processes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451806 |
| Database: | ERIC |
Be the first to leave a comment!
