Program

The full program is also available on your phone or tablet using the scheduling app called "guidebook". We highly recommend using guidebook to receive the most current program information and updates.

Keynotes

Julie Sykes - Abstract

Julie Sykes

Julie Sykes (Ph.D. from the University of Minnesota) is Associate Professor in the Department of Linguistics at the University of Oregon. Her research focuses on the use of digital technologies for language acquisition with a specific focus on interlanguage pragmatic development and intercultural competence. Julie’s experience includes the design, implementation, and evaluation of online immersive spaces and the creation of place-based, augmented-reality mobile games.

Professeur Nicolas Guichon - Abstract

Professeur Nicolas Guichon

Nicolas Guichon is a professor in language sciences at the Université de Lyon and belongs to the ICAR (Interactions, Corpus, Apprentissages, Représentations) research team. His research interests include teacher education in CALL, the study of online interaction, and digital literacies.

Professeure Marie-Josée Hamel - Abstract

Professeur Nicolas Guichon

Marie-Josée Hamel is a professor at the University of Ottawa and holds a research chair in New Technologies and CALL. She has a background in language engineering. Her research interests are in CALL design, learner corpora analysis, and teacher training.

Abstracts

Digital Games and Augmented Reality as Catalysts for the Exploration of Heterogeneous Realities
Professor Julie Sykes

The emergent nature of digital technology, concurrent with an ever-changing global landscape, requires a dynamic approach to the exploration of heterogeneous perspectives, approaches, and means of human interaction. Language is at the heart of this exploration, enabling learners to engage with others to co-construct shared experiences while simultaneously engaging around varying perspectives. However, the treatment of complex issues in language classes, while highly valuable, can be fraught with peril. Political realities, liability concerns, varying ideologies, and limited class time, for example, all limit the exploration of complex social issues in the classroom. In this presentation, I will use data from ongoing work to highlight the ways digital games and augmented reality can reduce these barriers and serve as catalysts for meaningful exploration of complex social issues. In doing so, I will synthesize lessons learned, offer implications for a variety of learning contexts, and offer suggestions for future work in this area.

Portrait de l'apprenant de langue en acteur social et connecté
Professeure Marie-Josée Hamel and Professeur Nicolas Guichon

Les possibilités offertes par le web participatif et les outils numériques nomades ont considérablement élargi les opportunités d'apprentissage en langue seconde. D'une part, de nouveaux genres d'activités présentent un potentiel pour les apprenants de langue en les amenant à se positionner comme des acteurs sociaux sur la Toile (Mangenot, 2013; Ollivier, 2007). D'autre part, de multiples occasions se présentent pour continuer les apprentissages en dehors des contextes institutionnels grâce aux outils numériques qui accompagnent les apprenants à tout moment de leur journée. En se fondant sur des données empiriques, la conférence examinera ces opportunités en contexte formel et informel. Il s'agira également de déterminer comment le web social et les outils numériques nomades requièrent que se développe une conscience sémiotique critique (Kern, 2015) chez les apprenants. Nous tenterons enfin de dessiner une typologie des littératies à une époque où les opportunités d'apprentissage se multiplient en s'enracinant dans la vie sociale des apprenants.