Spanish for Study Abroad and Beyond:

Sociocognitive affordances and

of YouTube surfing

the nautical

arts

an embodied pedagogy (strategy instruction) for lifelong learning

“your life is the [only] bridge”how does YouTube _____ this bridge?

monocultural

intercultural

Got the right tools…

Google Scholar

google “regular”

self-awareness

WordReference.com, Wikipedia, Blogs, etc.

an open mind…..

forthinkingnautically?

a sociocognitive view of

my very own travel skintraveling in Spanish involves habitual actions…

“wild” L2 learning is massively more extensive… and also more intensive

(than “classroom-bound” learning).

but… new skills are required (It’s neither easy nor automatic)

Need to first take… then get ….then keep your bearings

This talk describes my own journey

new skills are required!where you (can) go depends on your travel skills.

Need to first take your bearings: Are you working on homework?or by yourself online? What is (most) real at this point?

then get your bearings: Where online are you? What (who) is within range (any friends or monsters here)? Possible moves depend on object recognition + attraction

then keep your bearings: What’s your goal here? What do you remember [internalize] from this place (where did you store your previous work)? What themes are emerging? Do I want to keep building on these?

Nautical Thinking 101

main claim:

So… virtual manipulation of reality can materialize into real objects

Yes, “travel skins” are subjective … teachers are needed…

but “travel in the wild” in a superdiverse world is epistemologically-accountable,

hence… “objective” (ontologically-engaged)

clandestine virtual journeys happen in “real-time”!! =uninstructed time telecollaborative or face-to-face task-based classroom activities— do not!!!

The catch is that objects are never totally present….

In fact, they’re mostly absent. What becomes present depends on chance events

Related ontological claims:

We can now to use google as a concordance to construct objects.

Two geo-technical developments make this approach possible:

So…. traffic in meaning is superdiverse producing an over-abundance of objects

The production of objects is now democratized…

The result is a highly volatile, entirely indirect mode of intercultural exchange

theoretical benefits: Studying (traveling in) Spanish online

for the sake of learning the language affords one direct experiential access to:

1. Canagarajah’s theme of negotiating meaning

2. ML Pratt’s transcultural discourse (MZ Lu’s repositioning)

3. Dwight Atkinson’s sociocognitive alignment

4. Kramsch’s ecological distinction: the dancer from the dance—

not her Multilingual Subject(2009, p.175 “Online communication makes it easy to blur the distinction between real communication and display communication, between having a conversation and 'doing' conversation. “

5. Hutchins’ cognition “in the wild”

Here’s how to …

Heterotopias are real!!!!!!

You’ll need Two kinds of notes for analyzing

YouTube filmson-going hyperlinkedword.doc notes

periodic freeze-framespaper & pencil

notes

highlighted keywords, color-coded textboxes,hyperlinks for retracing…

unplugged summary & reflection

Need to “unplug” !!!!

to make sense of e-field notes

using single page ”freeze frames” Copies of form and examples are

posted on Multilingual Forum@largehttp://gmfonken.blogspot.com/

The “freeze frame” recoding schema

situates one’s journeys in a geopolitical frame

For example:the Argentine film

(Orillas)

My initial question:Why did some viewers complain that the film

was “racist”?

I thought it was “anti-racist”

My initial freeze frame:

sketched outstructural complexity….Allowing me to elaborate

nine layers.

answers emerged in subsequent freeze frames,

but only gradually …through chance events

To ask what “racismo” means in Argentina….

I googled the offensive phrase

“negros de mierda”

Meanings gradually “grow” with time.The objects can “shape-shift” into different forms.

One’s ability to notice entirely new questions is crucial !!

???

the path is the message!

Assessing independent fieldwork:

what might an instructor see?

a series of

freeze frames

more notes on back side of frame

[lists of questions for new internet searches]

tons of hyperlinked notes

Best way to evaluate this kind of learning might be

student presentations of their work

… in English if necessary?

rather than formal “term papers”

Here’s part of my presentationlo hecho como asi…

What did I notice in the film Orillas? Class Issues were the clearest Barrio life is dangerous, housing is poor, Drug use is common, causing violent crime, Difficult to find meaning in random death…

The hero asks, “why am I still alive”?

The male hero is searching for religious signs --the barrio priest thinks he is “immortal” tells him he is an incarnated orilla [god-messenger]

The plot focused on: African religions

The action is magically-real:

the action move between continents, depicting religious practices involving the intervention of orishas (no agency was given to Christian beliefs and practices)

My initial question came from viewer comments on

YouTube:Why did viewers say

the film was “racist”?

But the films seemed to be “anti-racist”during first freeze frame:

I expanded this question, locating nine layers…moving beyond race to

a multitude of related questions ….

Three “shape-shifted” higher-level themes emerged….

1. Moving from Google Scholar to Google regular elite anxieties about barrio violence surfaced …

summarylas habilidades (habits)

mas importante son

lo nautica …YouTube revolucinó el arte de navegar

Google Scholar

google “regular”

No you don’t my little…..put_ negra

WordReference to the rescue..

Got your nautical glasses on?

Wikipedia, Blogs, etc.

That’s all folks…

“Todas que empezo con

peliculas vaya bien al fin”