The advent of social media, web-based technologies and systems enabling their users to create and share content, has generated ?a new online layer through which people organize their lives? (van Dijck 2013: 4). Social media has not only fundamentally changed how we present ourselves to others and how we access and share information, but also how we communicate. In the last few years, social media has also had a fundamental impact on education by providing ?platforms for intellectual exploration, the exchange of ideas, and the communal construction of projects? (Balkin and Sonnevend 2016: 11). Hence, the indispensable communicative und interpersonal components of social media entail a large potential for reflecting on their use for language teaching theory, approaches and methods.
In this course we will investigate social media (e.g. Facebook, Twitter, and YouTube) as well as associated language phenomena from several linguistic perspectives. More precisely, the course will provide insights into social media analysis through the lens of sociolinguistics, pragmatics, (critical) discourse analysis, and computer-mediated communication studies. Moreover, the course will address common methodological hurdles in relation to linguistic social media research. A large part of the semester will also be spent on assessing possibilities to fruitfully integrate social media with (English) language teaching (ELT). Besides discussing social media as both a resource and a tool for teaching we shall also critically investigate the limits and potential risks associated with computer-assisted language learning.
Die Lehrveranstaltung ist ein Angebot der Heidelberg School of Education (HSE) und ist geöffnet für Studierende der Universität und der Pädagogischen Hochschule Heidelberg. Die Anmeldung der Studierenden der PH erfolgt über Stud.IP.
- Teacher: Ingo Kleiber