Boris Vazquez-CalvoUniversity of Malaga | UMA · Department of Didactics of Language and Literature
Boris Vazquez-Calvo
PhD in Language Sciences
About
33
Publications
17,087
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234
Citations
Citations since 2017
Introduction
My research lies at the intersection of language learning, fan practices, and digital culture. I study how young people as fans develop, use and learn literacies, languages, and identities in multiple ways, particularly in online contexts of social interaction. I am also interested in CALL, digital games and their applicability to language education, and new discourse modalities online.
Additional affiliations
April 2021 - present
September 2020 - April 2021
February 2020 - August 2020
Publications
Publications (33)
Previous studies have examined how to integrate video games in formal education settings across disciplines and from various perspectives. However, few have explored digital literacy practices prompted by gaming as a fan practice. Drawing on New Literacy Studies frame of analysis, this qualitative case study attempts to unearth the literacy and lan...
Fan practices involving translation open up opportunities to explore language learning practices within the fandom (Sauro, 2017). We examine how three fans capitalize on fan translation and language learning. We consider the cases of Selo (an English-Spanish translator of games), Nino (a Japanese-Catalan fansubber of anime, and Alro (an English-Spa...
[I have complimentary free-access codes to the article in the journal if you wish to access it and you don't have a personal or institutional subscription to the journal. Please do send a private message]
Driven by their affinity to popular culture, fans frequently engage in linguistic practices that may be conducive to language learning. This stu...
As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship
has resulted in the emergence of a subfield of Computer
Assisted Language Learning (CALL): Informal Digital Learning
of English (IDLE). IDLE has manifested in various forms,
including the more notable extramural and extracurricula...
50 free copies: https://www.tandfonline.com/eprint/2K3PPZ26IKCNGTMWDQWZ/full?target=10.1080/15348458.2022.2137168
For fans of popular cultural products, digitization has meant the configuration of affinity spaces online and opportunities for learning in the “digital wilds,” including incidental language learning and identity development. Through o...
Varios factores generan nuevas modalidades discursivas: la diseminación de aplicaciones para producir contenido digital, la consolidación de la cultura participativa (con sus comunidades
de fanes de productos culturales), o la propia ubicuidad de la red. Estos factores configuran un contexto híbrido que difumina las fronteras entre lo físico y lo d...
This volume focuses on a range of topics and studies that address the notion of plurilingualism and multilingual identity in computer-mediated language learning (CALL) spaces. Interest in digital multilingual identity in the fields of applied linguistics and language education has been growing exponentially in recent years. New theoretical assumpti...
Fandubbing, or dubbing made by fans of any audiovisual product, is a linguistically and technologically sophisticated enterprise enacted by many devoted fans. This study presents the case of Miree, a 24-year-old fandubber with more than 1 million subscribers on YouTube and more than 300 multilingual fandubbed songs. Using a qualitative-interpretive...
Please ask for a copy if interested.
[No abstract requested in the chapter; the chapter begins:]
1. Contextualizing fan translation in a networked world
Instilled by digital technologies and facilitated communication over the internet, popular culture is more prevalent than ever. Intentionally ample in its scope, Browne (2006: 21) defines popular c...
While the study of serious games has received due attention, few studies have investigated their potentials of simultaneously offering a route to both content and language acquisition. Understanding the interdisciplinary educational affordance of serious game play is significant, as it might provide game designers and teachers with insight into how...
Digital technologies play a significant role in language education. One of the most well-received technologies by language learners is digital games. These games facilitate connections between diverse language learners regardless of age, gender, sociocultural and educational background, and diversity. Since the concept of inclusive education is gai...
La participación de fans y autores en re- des sociales configura una nueva ecología letrada digital que modifica la recepción de la obra literaria y las posibilidades de inte- racción entre lectores y escritores. Con un estudio de caso, exploramos el uso de va- rios espacios de afinidad y socialización del universo literario del escritor español Bl...
Both fans’ and writers’ social network participation configures an ecology of digital literary practices which alter how literary pieces are received and how readers and writers can potentially connect and interact. We explore the use of online affinity literary spaces through the literary universe of Spanish writer Blue Jeans. We proposed a case s...
Este capítulo revisa un concepto central en didáctica de la lengua, que articula la actividad de enseñanza dentro y fuera del aula, y que conecta con el aparato teórico y la investigación en lingüística del texto. Partiendo de la noción tradicional de destreza lingüística (escuchar, hablar, leer y escribir), resumimos primero la propuesta del Marco...
This is a qualitative-interpretative study concerning how language teachers and students in Catalonia perceive and appropriate language technologies. By language technologies we mean a set of language resources: dictionaries, automated translation software, spell and grammar checkers, and the like, serving as scaffolding tools in reading and writin...
From the perspective of New Literacy Studies, this chapter seeks to explore and understand how Catalan teenagers build and perform identity online as well as which literacy and language practices they conduct that shape, and leave visible traces of, identity. Using digital ethnography (interviews, screenshots, analysis of videos), we collected data...
El fanfiction es una práctica letrada vernácula con importantes potencialidades formativas en el que se ponen en funcionamiento competencias lectoras, escritoras y literarias. Este trabajo tiene por objeto explorar el ámbito del fanfiction hispanófono y, a la postre, ofrecer algunas ideas para ―domesticar‖ estas actividades desarrolladas en espacio...
Digital technologies play a significant role in language education. One of the most well-received technologies by language learners is digital games. These games facilitate connections between diverse language learners regardless of age, gender, sociocultural and educational background, and diversity. Since the concept of inclusive education is gai...
Los fan studies son un subcampo interdisciplinario de creciente interés para los Media Studies, pero también y de manera muy evidente para los estudios que observan el aprendizaje y la enseñanza en diversos contextos y desde diversas disciplinas. Los fan studies estudian cómo los aficionados exploran, participan y negocian su afición por algo o alg...
This chapter gives an overview on how fans conduct audiovisual translation (AVT) and other multimodal translation practices (scanlation; fan translation of manga) as part of their multimodal, productive and leisure activities online. An umbrella term for this topic could be multimodal fan translation.
The subject of fan translation has many peculi...
Capítulo de cierre.
Con la cita de encabezamiento termina el célebre artículo de White y Le Cornu, quienes argumentan con maestría que no por nacer rodeado de tecnología, un individuo, independientemente de su edad, sabrá emplearla. Esta cita encapsula el sentir mayoritario de este libro: la competencia digital (inclusive las prácticas letradas d...
Interesados en la transformación de la educación propiciada por las Tecnologías de la Información y la Comunicación (TIC), analizamos la literacidad digital y el aprendizaje de lenguas en tres centros escolares con una trayectoria considerable de incorporación de TIC. Desde una perspectiva etnográfica, el estudio explora cómo la tecnología permea e...
En este trabajo analizamos cómo se aprovechan las Tecnologías de la Información y de la Comunicación en un instituto de Educación Secundaria Obligatoria a través de dos puntos de referencia: la práctica docente y las prácticas comunicativas a través de la lengua escrita. Documentamos estos dos aspectos en el marco de dos iniciativas del instituto,...
En un contexto escolar donde se fomenta el “aula conectada”, con computadoras u otros dispositivos móviles y acceso a la red, la traducción automática queda prohibida o solo se permite en ciertos usos concretos, pero la potencia del recurso y su accesibilidad hacen asumible pensar que los alumnos sigan usándolo. El objetivo de esta investigación es...
Nicholas Negroponte (2005) propone la implantación del modelo 1x1. Este modelo se basa en la idea de que cada estudiante debe contar con un dispositivo electrónico, computadora portátil, para poder desarrollar sus labores de aprendizaje. La idea está fundamentada en la necesidad de combatir la llamada brecha digital. Aunque las experiencias 1x1 son...
Versión ES
Este informe doctoral, de marcado cariz cualitativo, pretende cubrir un nicho vacío sobre los usos de los
recursos lingüísticos en línea que los aprendices de lengua exploran. Por tanto, se trata de un estudio
transversal que nutre estudios previos sobre las prácticas letradas digitales en el aula y las percepciones y
actitudes de alumn...
This paper examines informants’ perceptions on how massive introduction of computers and the Internet has
impacted language learning. This descriptive study contains the voices of a cohort of twelve students from two highly technological schools in Catalonia following the one-laptop-per-child program. The subjects were paired into six same age, gen...
This paper identifies and describes current attitudes towards classroom digitization and digital language learning practices under the umbrella of EduCAT 1x1, the One-Laptop-Per-Child (OLPC or 1x1) initiative in place in Catalonia. We thoroughly analyze practices worked out by six language teachers and twelve Compulsory Secondary Education (CSE) st...
Analizamos la manera en que trece estudiantes de traducción inglés-español leen críticamente un texto auténtico de la comunidad británica. Nuestros tres objetivos son: a) explorar si los aprendices identifican la visión del mundo contenida en el texto; b) documentar y analizar las estrategias de lectura crítica y recursos en línea que emplean para...
This article analyzes how thirteen Spanish students of translation into English critically read an authentic text produced in the British community. Our three objectives are: a) to explore whether the learners identify the worldview contained in the text; b) to document and analyze the critical reading strategies and online resources they use to un...
En el marco de la cultura digital, el impacto de las TIC alcanza todos los ámbitos, también el educativo. La introducción de las TIC en el aula viene promovida por programas 1x1 (una computadora por alumno) en todo el mundo. Pese a esto, existen pocos estudios que analicen cómo las TIC alteran las prácticas letradas en el aula. En este artículo, ex...
Palabras clave: Enfoque comunicativo, inglés como lengua extranjera, TIC, educación intercultural. Communicative approach, English as a foreign language, ICT, intercultural education. Con el pretexto de que la aplicación del enfoque comunicativo falla, el trabajo que sigue tiene por objeto identificar nuevos cursos de acción en la docencia del ingl...
Questions
Question (1)
Dear all in RG,
I'm working on a brief literature review on how videos are used in classrooms. I am focusing on how teenagers produce videos for learning and what this production involves. Do you happen to know any empirical study or meta-study on this?
I am covering teenagers in high school, although I can also cite other age groups. Also, I do have some studies covering the foreign language classroom, whereas other disciplines seem to be less represented or, at least, more difficult to locate for me! :)
Please do share your studies or any study you know within these parameters of video production in formal educational settings.
Thank you!
Bvc
Projects
Projects (5)
To explore how junior and preservice language teachers teach and learn languages digitally. The 2-year project features a survey, interviews, and focus groups on a global scale.
SEGUE seeks to provide an initial and current exploration the role of social media and video games in language learning and teaching in teacher training from the perspective of preservice language teachers.
ForVid aims at documenting, analyzing and valuing the gap between video practices in school and informal contexts. We intend to compile and analyze a corpus of 100 videos made by students (ages 12-18) as part of school and informal practices covering any topic or subject. We will contextualize a selection of these videos (60) with semi-structured interviews with authors and teachers, and with supplementary material of the video in written (drafts, guide notes, storyboards) or digital (screenshots, comments online from the audience) format. To compile the corpus, we will employ ethnographic techniques (interviewing, online observation, screenshots). We will digitize all the data, process them with qualitative analysis software (Atlas-ti) and analyze them according to the tenets of Content Analysis and Discourse Analysis, covering five themes:
1. Quality of language. Analyzing and assessing register, variety and quality of students’ oral and written productions.
2. Typology and production. Proposing a preliminary typology of videos produced by young people, both in and outside school contexts, and characterizing the phases of the production process.
3. Dissemination and evaluation. Analyzing the platforms where videos produced by students in their leisure time are disseminated and which reaction they trigger, as well as exploring how videos for school purposes are being evaluated.
4. Gender. Analyzing how differently girls and boys make use of, produce and publish videos, and the impact of videos in developing gender identities.
5. Leisure and school. Describing and assessing how video production in and outside schools promotes language learning, as well as suggesting guidelines to reduce the gap between formal and informal contexts of learning, looking at potential synergies to profit from.
