Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg

References

• Alexander, R.J. 2004. Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education 34, no. 1: 7–33.
   Google Scholar
• Alexander, R.J. 2008. Culture, dialogue and learning: notes on an emerging pedagogy. In Exploring Talk in School, ed. N. Mercer and S. Hodgkinson, 93–114. Los Angeles: Sage.
   Google Scholar
• Angelova, M., D. Gunawardena and D. Volk. 2006. Peer teaching and learning: co-construction language in a dual language first grade. Language and Education 20, no. 3: 173–90.
   Google Scholar
• Bachmair, B. and N. Pachler. 2015. Sustainability for innovative education—the case of mobile learning. Journal of Interactive Media in Education 1, no 17: 1–12.
   Google Scholar
• Burston, J. 2014. The reality of MALL: still on the fringes. CALICO Journal 31, no. 103. http://go.galegroup.com/ps/i.do?id=GALE%7CA365981259&v=2.1&u=mlin_b_suffuniv&it=r&p=AONE&sw=w&asid=ad5fdc5122062833bd1fd0be265c68a1 (accessed 1 April, 2016).
   Google Scholar
• Chen, Y. and E. Gregory. 2004. How do I read these words? Bilingual exchange teaching between Cantonese-speaking peers. In Many Pathways to Literacy: Young Children Learning with Siblings, Grandparents, Peers, and Communities, ed. E. Gregory, S. Long and D. Volk, 117–28. London: Routledge Falmer.
   Google Scholar
• Culén, A. and A. Gasparini. 2011. iPad: a new classroom technology? A report from two pilot studies. Paper presented at the INFuture2011: Information Sciences and e-Society, 9–11 November in Zagreb.
   Google Scholar
• Day, D. and M. Lloyd. 2007. Affordances of online technologies: more than the properties of the technology. Australian Educational Computing 22, no. 2: 17–21.
   Google Scholar
• De Korne, H. 2012. Towards new ideologies and pedagogies of multilingualism: innovations in interdisciplinary language education in Luxembourg. Language and Education 26, no. 6: 479–500.
   Web of Science ®Google Scholar
• Di Blas, N. and P. Paolini. 2013. Beyond the school’s boundaries: policultura, a large-scale digital storytelling initiative. Educational Technology & Society 16, no. 1: 15–27.
   Web of Science ®Google Scholar
• Ebadi, S. and K. Bahramlou. 2014. Dynamic assessment of learning potential or cognitive modifiability. International Journal of Language Learning and Applied Linguistics World 6, no. 4: 228–39.
   Google Scholar
• Ellis, R. 2003. Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
   Google Scholar
• Esquinca, A., B. Araujo and M.T. de la Piedra. 2014. Meaning making and translanguaging in a two-way dual-language program on the U.S.-Mexico border. Bilingual Research Journal 37, no. 2: 164–81.
   Google Scholar
• Flewitt, R., D. Messer and N. Kucirkova. 2014. New directions for early literacy in a digital age: the iPad. Journal of Early Childhood Literacy 15, no. 3: 289–310.
   Web of Science ®Google Scholar
• Foster, P. and A.S. Ohta. 2005. Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics 26, no. 3: 402–30.
   Web of Science ®Google Scholar
• García, O. and L. Wei. 2014. Language, Bilingualism, and Education. London: Palgrave Macmillan.
   Google Scholar
• Gibson, J.J. 1977. The theory of affordances. In Perceiving, Acting and Knowing: Toward an Ecological Psychology, ed. R. Shaw and J. Bransford, 67–82. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Godwin-Jones, R. 2011. Emerging technologies: mobile apps for language learning. Language Learning and Technology 15, no. 2: 2–11.
   Web of Science ®Google Scholar
• Gretsch, G. 2014. iTEO as a tool-and-result in dialogical multilingual language learning. In Lernen und Lehren in multilingualen Kontexten: Zum Umgang mit sprachlich-kultureller Vielfalt im Klassenraum, ed. N. Morys, C. Kirsch, I. de Saint Georges and G. Gretsch, 183–217. Frankfurt: Peter Lang.
   Google Scholar
• Hutchison, A. and B. Beschorner. 2015. Using the iPad as a tool to support literacy instruction. Technology, Pedagogy and Education 24, no. 4: 407–22.
   Web of Science ®Google Scholar
• Jenkins, H., K. Clinton, R. Purushotma, A.J. Robison and M. Weigel. 2006. Confronting the Challenges of Participatory Culture: Media Education of the 21st Century. Chicago: The MacArthur Foundation.
   Google Scholar
• Johnson, R.T. and D.W. Johnson. 1986. Action research: cooperative learning in the science classroom. Journal of Science and Children 23, no. 2: 31–32.
   Google Scholar
• Karsenti, T. and A. Fievez. 2013. The iPad in education: uses, benefits, and challenges. Preliminary Report of Key Findings. www.karsenti.ca/ipad/pdf/iPad_report_Karsenti-Fievez_EN.pdf (accessed 10 August, 2016).
   Google Scholar
• Kervin, L. 2016. Powerful and playful literacy learning with digital technologies. Australian Journal of Language and Literacy 39, no. 1: 64–73.
   Web of Science ®Google Scholar
• Kirsch, C. forthcoming 2016. Developing language skills through collaborative storytelling on iTEO. Literacy Information and Computer Education Journal 7, no. 4.
   Google Scholar
• Kirsch, C. forthcoming 2017. Translanguaging practices during storytelling with iTEO in preschools. Translation and Translanguaging in Multilingual Contexts 3, no. 2.
   Google Scholar
• Kirsch, C. and G. Gretsch. 2015. L’apprentissage langagier avec l’App iTEO-Multilinguisme: enseignement, littératures et cultures au Luxembourg. Synergies pays germanophones 8: 37–48.
   Google Scholar
• Kucirkova, N., D. Messer, K. Sheehy and C. Fernández Panadero. 2014. Children’s engagement with educational iPad apps: insights from a Spanish classroom. Computers & Education 71: 175–84.
   Web of Science ®Google Scholar
• Kukulska-Hulme, A. 2013. Re-skilling Language Learners for a Mobile World. Monterey, CA: The International Research Foundation for English Language Education. http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning (accessed 20 August, 2015).
   Google Scholar
• Kumpulainen, K. 1996. The nature of peer interaction in the social context created by the use of word processors. Learning and Instruction 6, no. 3: 243–61.
   Google Scholar
• Lantolf, J.P. 2000. Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
   Google Scholar
• Lantolf, J.P. and M.E. Poehner. 2008. Introduction to sociocultural theory and the teaching of second languages. In Sociocultural Theory and the Teaching of Second Languages, ed. J.P. Lantolf and M.E. Poehner, 1–33. London: Equinox.
   Google Scholar
• Martin-Beltrán, M. 2010. The two-way language bridge: co-constructing bilingual language learning opportunities. The Modern Journal 94 (ii): 254–70.
   Google Scholar
• Martin, R., S. Ugen and A. Fischbach. 2015. Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013. Esch/ Alzette: University of Luxembourg (LUCET).
   Google Scholar
• McEwen, R. and K. Dubé. 2015. Engaging or distracting: children’s tablet computer use in education. Educational Technology & Society 18, no. 4: 9–23.
   Web of Science ®Google Scholar
• MENJE (Ministry of National Education, Childhood and Youth). 2016. Les chiffres clés de l'Éducation nationale: statistiques et indicateurs-Année scolaire 2014–2015. Luxembourg. http://www.men.public.lu/catalogue-publications/themes-transversaux/statistiques-analyses/chiffres-cles/2014-2015/CC_201415.pdf (accessed 20 August, 2016).
   Google Scholar
• Mercer, N. 2004. Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics 1, no. 2: 137–68.
   Google Scholar
• Mercer, N. 2008. The seeds of time: why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences 17: 33–59.
   Web of Science ®Google Scholar
• Mercer, N. and K. Littleton. 2007. Dialogue and the Development of Children’s Thinking. London: Routledge.
   Google Scholar
• Milman, N.B., A. Carlson-Bancroft and A. Vanden Boogart. 2014. Examining differentiation and utilization of iPads across content areas in an independent, PreK-4th grade elementary school. Computers in the Schools 31, no. 3: 119–33.
   Google Scholar
• Moll, L. 2000. Inspired by Vygotsky: ethnographic experiments in education. In Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry, ed. C. Lee and P. Smagorinsky, 256–68. Cambridge: Cambridge University Press.
   Google Scholar
• Ohta, A.S. 2001. Second Language Acquisition Processes in the Classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Palalas, A. 2011. Mobile-assisted language learning: designing for your students. In Second Language Teaching and Learning with Technology: Views of Emergent Researchers, ed. S. Thouësny and L. Bradley, 71–94. Dublin: Research-publishing.net.
   Google Scholar
• Pellerin, M. 2014. Language tasks using touch screen and mobile technologies: reconceptualising task-based CALL for young language learners. Canadian Journal for Learning and Technology 40, no. 1. http://www.cjlt.ca/index.php/cjlt/article/view/803 (accessed 5 June, 2015).
   Google Scholar
• Seipold, J. 2014. Mobile learning structures, concepts and practices of the British and German mobile learning discussion form a media education perspective. MedienPädagogik 24: 30–52.
   Google Scholar
• Storch, N. 2002. Patterns of interaction in ESL Pair work. Language Learning 52, no. 1: 119–58.
   Web of Science ®Google Scholar
• Swain, M. 2000. The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In Sociocultural Theory and Second Language Learning, ed. J. Lantolf, 97–114. Oxford: Oxford University Press.
   Google Scholar
• Swain, M. 2006. Languaging, agency and collaboration in advanced language proficiency. In Advanced Language Learning: The Contribution of Halliday and Vygotsky, ed. H. Byrnes, 95–108. London: Continuum.
   Google Scholar
• Van Lier, L. 1988. The organization of repair in second language classroom. In The Classroom and the Language Learner, ed. L. Van Lier, 180–212. London: Longman.
   Google Scholar
• Viberg, O. and A. Grönlund. 2012. Mobile assisted language learning: a literature review. In Proceedings of the 11th International Conference on Mobile and Contextual Learning, ed. M. Specht, M. Sharples and J. Multisilta, 16–18 October in Helsinki, Finland.
   Google Scholar
• Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wertsch, J.V. 2002. Computer mediation, PBL and dialogicality. Distance Education 23, no. 1: 105–08.
   Google Scholar
• Wood, D.J., J.S. Bruner and G. Ross. 1976. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17, no. 2: 89–100.
   PubMed Web of Science ®Google Scholar
• Xu, Y., H. Park and Y. Baek. 2011. A new approach toward digital storytelling: an activity focused on writing self efficacy in a virtual learning environment. Educational Technology & Society 14, no. 4: 181–91.
   Web of Science ®Google Scholar