Abstract
Technology is not neutral; it is an extension of a knowledge system. A fundamental issue in discussing the role of technology in Teaching English to Speakers of Other Languages (TESOL) is identifying if that knowledge system perpetuates social inequities, linguistic/cognitive imperialism, and white supremacy. With the advance of globalization, largely characterized by a western, capitalistic worldview and dominant colonial languages (e.g., English), non-dominant heritage/Indigenous languages and cultures continue to be threatened. The colonization of the digital landscape can perpetuate a (heritage) language deficit, linguicide and (epistemological) racisms, and uphold a global white, English, neoliberal agenda. However, decolonizing technology can facilitate formal, informal, and self-directed learning processes and “trans-systemic” knowledge exchanges (e.g., learner creations, community-led apps, and websites). This chapter therefore conceptualizes how decolonizing technology and heritage language pedagogy can enable more equitable transepistemic language education. The chapter introduces Online Worldreviewer Language Spaces (OWLS) and the example of the multilingual and multimodal OWLS class blog and self-reflection e-journal in post-secondary education during the COVID-19 pandemic. In OWLS, learners and educators are encouraged to use their full epistemic and semiotic repertoires in the language development and learning process (e.g., [Indigenous/heritage/sign] language, visuals, art, dance, movement, and song). OWLS can enable English language teachers and learners to: (1) critically reflect on their ongoing digital literacies; (2) draw on their (heritage) knowledge systems and multilingual/multimodal semiotic repertoires; (3) collaboratively review dominant neoliberal/colonial ideologies and bias in digital linear and modular texts; (4) share their own unique worldviews; and (5) co-construct deeper associations and meanings in their (online) English language learning or teaching journey.
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Meighan, P.J. (2023). Online Worldreviewer Language Spaces (OWLS): Integrating Decolonizing Technology and Heritage Language Pedagogy in TESOL. In: Raza, K., Reynolds, D., Coombe, C. (eds) Handbook of Multilingual TESOL in Practice. Springer, Singapore. https://doi.org/10.1007/978-981-19-9350-3_17
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