Abstract

AbstractIntegrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place‐based contexts of language use enabled by locative media. The focal pedagogical intervention utilized mobile augmented reality (AR) activities, the development of which was inspired by research on learning ‘in the wild.’ Applying the principle of reverse engineering, we introduce a pedagogical approach termed ‘rewilding’ for its emphasis on designing supportive conditions for goal‐directed interaction outside of classrooms. Three instances of AR materials use are presented from an out‐of‐class activity associated with university‐level language courses involving a quest‐type AR game called ChronoOps. Video data of 3‐player groups were transcribed using conventions from multimodal conversation analysis. The empirical investigation illustrates meaning making through visible embodied displays, the performance of new actions through incorporation of public semiotic resources, and the contributions of the material surround as actants in the flow of interaction. Analysis illustrates that mobile AR activities enable languaging events among assemblages of environments, mobile devices, and embodied experience. We conclude by outlining the affordances of mobile AR activities as one example of rewilding approaches to creating material conditions for language use and learning.

Highlights

  • Follow this and additional works at: https://pdxscholar.library.pdx.edu/ling_fac Part of the Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education

  • Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place-based contexts of language use enabled by locative media

  • In the research reported here, we investigate human action and place-based contexts of language use and learning that involve the use of locative mobile technologies (Frith, 2015), with an emphasis on the relationships constituting human embodiment and communicative action with and through assemblages of material and semiotic resources

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Summary

Teppo Jakonen University of Jyväskylä

Follow this and additional works at: https://pdxscholar.library.pdx.edu/ling_fac Part of the Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education. Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place-based contexts of language use enabled by locative media. In the contemporary era, designed learning materials play a central role in human development and are intentionally created to enhance and make more efficient the learning of specific knowledge and/or processes. In the research reported here, we investigate human action and place-based contexts of language use and learning that involve the use of locative (location-aware) mobile technologies (Frith, 2015), with an emphasis on the relationships constituting human embodiment and communicative action with and through assemblages of material and semiotic resources. This process-oriented research on materials use presents an empirical micro-interactional examination of adult English language learners playing an augmented reality (AR) place-based mobile game. Three instances of materials use are presented, each of which involves small groups of university students playing a mobile AR game out of doors on an urban university campus and adjoining areas

REWILDING AS A GUIDING PEDAGOGICAL METAPHOR
THE USE OF MOBILE AUGMENTED REALITY IN LANGUAGE EDUCATION
ORIENTATIONS AND APPROACHES
Sociomaterial Perspectives and Sequential Ethnomethodological Analysis
EMPIRICAL CASES
Findings
DISCUSSION AND CONCLUSION
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