Multilingualism in a Box? Identity in non-CMC CALL
Identity, Multilingualism and CALL - Responding to New Global Realities - Liudmila Klimanova
Judith Buendgens-Kosten [+]
Goethe University Frankfurt
Judith Buendgens-Kosten is a postdoctoral researcher at Goethe University Frankfurt. They hold an MA in Online and Distance Education from the Open University, UK, and a doctorate degree in English Linguistics from RWTH Aachen University, Germany. Their research interests encompass multilingual computer-assisted language learning and inclusive education in the EFL classroom.
Design is never neutral. Language learning products reflect assumptions about their users and about which characteristics of these users are relevant for the user experience. At the same time, they encode assumptions about (legitimate and/or desirable) language, language competence and language use. In this chapter, I employ Dörnyei’s L2 Motivational Self System as a lens to look at three non-CMC language learning products with a multilingual theme or a multilingual component: Romanica, Duolingo, and MElang-E. I discuss design decisions made in the creation of these products, and how these interact with and potentially impact (multilingual) learner identity, especially Ideal L2 Selfs and Ought-to L2 Selves.