Participation, a long-standing assessment category on language syllabi, has found a new conceptual life over the last few decades as digital literacies practices have become a part of everyday life and learning. This symposium aims to contribute to discussions of the role of digital literacies in second language learning and teaching and biliteracy development, by considering the ways in which technologically-mediated communication can enable new forms of participation and access, but also the ways in which participation in digital spaces is rarely full and equitable, but is more often than not fraught with questions of legitimacy and symbolic power. This event was free to attend.
Presentations are accessible on CERCLL’s YouTube channel:
- See the invited presentation videos here.
- See the digital presentation videos here.
Conference Schedule, all times MST
October 15-20: Virtual Presentations Online
- All virtual presentations were available to view all week, with asynchronous discussion throughout the week.
- Abstracts are on the Virtual Presentations page; the presentations are here.
October 20, Live Events at the University of Arizona and livestreamed, all MST:
Abstracts and presenter bios are on the invited speakers page . The recordings are in a playlist, here.
L2DL 2018 is the third event in a biennial series that examines various roles of digital literacies in language learning. Presentations and resources from the 2014 and 2016 symposia can be found on the menu bar, above.
The L2DL 2018 Organizing Committee is composed of the following members, all at the University of Arizona: Chantelle Warner (Chair, CERCLL Co-Director, Department of German Studies); Jill Castek (Department of Teaching, Learning and Sociocultural Studies); Emily Hellmich (Department of French and Italian); Liudmila Klimanova (Department of Russian and Slavic Studies); Kate Mackay (CERCLL Assistant Director); Jacob Monzingo (Second Language Acquisition and Teaching Program); Shelley Staples (Department of English).
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This event is funded by a grant from the US Department of Education that supports the Center for Educational Resources in Culture, Language and Literacy (CERCLL) and organized with the Technology-Enhanced Language Learning Initiative. It is sponsored by the College of Humanities, College of Social and Behavioral Sciences, Second Language Acquisition and Teaching Program, and other units at the University of Arizona.