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Facebook and the Use of Social Networking Tools to Enhance Language Learner Engagement
Nicole MillsOctober 31, 2009University of Pennsylvania
Digital Natives
A digital native is a person who has grown up with digital technology such as computers, the Internet, mobile phones and MP3.
Digital Natives
By the time a student has graduated from college, he/she has spent: 10, 000 hours on video games 10, 000 hours on cell phones 20, 000 hours watching TV Sent and received over 200,000 emails or instant
messages
- Pansky, 2001, Digital Natives, Digital Immigrants
Facebook Generation
In July 2007, Facebook had more registered users than any other high school or college focused site worldwide…exceeding 34 million members (Language Educator, 2009).
In 2009, Facebook is the 3rd most visited website in the United States (after Google and Yahoo). http://www.alexa.com/topsites/countries/US
Facebook signs up nearly a million new members a day (NY Times, March 2009)
Internationalization of Facebook
More than 150 million active users
More than 700 million photos uploaded each month
More than 4 million videos uploaded each month
More than 35 languages (60 more languages in development)
70% of Facebook users live outside of the US
Statistiques, Facebook Janvier 2009http://www.marketing20.fr/facebook/statistiques-facebook-janvier-2009/
Facebook and Education?
“Conducting class through Facebook? Facebook groups allow more interaction than BlackBoard, but haven’t caught on yet”
- By Travis Winkler, Daily Pennsylvanian, 2/19/09
Penn Design Architecture lecturer Andrew Phillips is using Facebook as an extension of his classroom
Students can generate content by posting and sharing information about supplies, images, drawings, and more
Slogan
« Facebook vous permet de rester en contact et d'échanger avec les personnes qui vous entourent. »
Facebook helps you connect and share with the people in your life.
Intermediate French & Global Simulation
Global Simulation: Students create a fictive yet culturally grounded world, assume the role of a self-developed character, and collaborate with fellow community members (Magnin, 1997)
Description of Global Simulation Project
“For this project , you willbecome the tenants of a Parisian building, located in the Montmartre quarter and you will write a book of your memoirs of the events in the building. As such, you are going to pretend to be a French or francophoneperson living in France. You will develop your own character and tell the story of his/her life in the first person.”
French 130 Course Objectives
By the end of this course, you should be able to communicate well enough in French to discuss and describe yourself, your immediate surroundings, your personal life and interests, and some of your opinions about the world at large. You will also have the tools to function in a variety of social situations such as ordering a meal, finding an apartment, giving advice, asking questions, and making plans. You will have the tools to tell stories using the past tenses and discuss and analyze films and literature. You will increase your confidence in understanding spoken French and can expect to be able to get some of the main points of conversations by native speakers on familiar topics.
Development of L’immeuble en ligne
Workshop at MultiMedia Services (accompanying handout) (15 students)
Creation of an email address on www.yahoo.fr for the immeuble character
Creation of a facebook account for the immeuble character on www.facebook.fr
Creation of the facebook profile for the immeuble character Completing general information, address, education, experience, job Photo Updating Status
Collection of classmates’ French email addresses (list sent via email) and request that students add their neighbors to their list of friends
Immeuble en ligne project
As part of their participation and homework grade, students were asked to interact on Facebook at least 3 times per week Status updates Wall postings Other?
Every other week, they were also asked to post their revised compositions (4 chapters from their memoirs from life in the Immeuble) as “Notes” on Facebook
Supplementary Materials
Dictionnaire: Langage SMS (textos, Facebook, etc.) Bonjour : bjr Bonsoir : bsr D’accord : dak Demain : 2m'1 Message : msg Mort de rire : MDR Etc…
User Conduct Agreement
User Conduct
As a member of the “Immeuble en ligne” facebook project, you may ONLY accept friend requests from your fellow classmates. You are not permitted to accept friends outside of this French 130 section or misrepresent yourself as another person outside of your fictional character.
In addition, you agree not to use this Facebook account to: upload, post, transmit, share, store or otherwise make
available any content that we deem to be harmful, threatening, unlawful, defamatory, infringing, abusive, inflammatory, harassing, vulgar, obscene, fraudulent, invasive of privacy or publicity rights, hateful, or racially, ethnically or otherwise objectionable;
intimidate or harass another; upload, post, transmit, share, store or otherwise make available content that is objectionable or which restricts or inhibits any other person from using or enjoying the Site, or which may expose its users to any harm or liability of any type.
___________________________________ Signature of student
Enjoy!
Enhancing Communication: Interpretive
Video postings
Benjamin Biolay - Laisse Aboyer Les Chiens Lou Apollinaire Ah, mon chanteur préféré. Comme il est beau,
n’est-ce pas? En fait, il se ressemble à un de mes voisins…
Vanessa Paradis Divine Idylle Lou Apollinaire ma folie, mon envie. Vanessa Paradis est mon
idylle. mon divine idylle.
Carla Bruni, Le Toi du Moi Lou Apollinaire Voilà une vidéo de Carla Bruni. Je la déteste
parce qu'elle est trop jolie et elle chante mieux que moi...
Follow-up student posting of different Carla Bruni video as status update:
http://www.youtube.com/watch?v=SMsGSukA8RQ
Enhancing Culture: Products
Shared cultural products shared by students:
Images of Paris Paintings by French artists Caricatures from Montmartre Music videos: Mozart l’Opéra Rock, Phoenix, Carla
Bruni, Dalida, MC Solaar Videos of sports: Paris St. Germain soccer chants Plays: video clip of L’étranger by Albert Camus News articles
Enhancing Connections to course content
Connections to concept of “la vie en rose” and Edith Piaf’s song discussed in class
Enhancing Comparisons
Discussion of “mise en abyme” in class via French art and film/ student comparison to American TV show advertisement
Enhancing Comparisons
Following discussion of stereotypes of French in class/ Student posts a video from an American TV show (HBO) which portrays these stereotypes
A return to the French 130 objectives…
By the end of this course, you should be able to communicate well enough in French to discuss and describe yourself, your immediate surroundings, your personal life and interests, and some of your opinions about the world at large. You will also have the tools to function in a variety of social situations
You will have the tools to give advice, ask questions, and make plans.
You will have the tools to tell stories using the past tenses
French 130 grammatical objectives
Question formation : 119 questions formed within status updates and wall postings
Past Tenses: 41 sentences with past tenses
Present tense: 257 sentences in the present tense
Relative pronouns: 53 relative pronouns
Adjectives: 128 adjectives
French 130 Functional Objectives
Expressing opinions: 49 opinions “Zoe Vassar apprécie la pluie du printemps” “Renée Clément n’aime pas le nouveau facebook”
Ask questions: 119 questions “Qu’est-ce que tu aimes faire pendant le week-end?” “vous habitez à quel étage?” “vous détestez beaucoup de personnes, non?”
Make plans: 37 invitations “Pouvons-nous aller déjeuner demain?” “Est-ce que tu veux avoir un autre rendez-vous avec moi?
Samedi soir, peut-être?” “Veux-tu aller au concert avec moi? J’aime les concerts! Et
après le concert, nous pouvons danser dans la discothèque! Est-ce que tu as déjà prévu quelque chose ce week-end?
Tell stories in the past tense: 41 descriptions of past events
Student Questionnaire
1. How did you interact on Facebook during this course? Please indicate the two Facebook tools that you used the most often.
2. When posting on Facebook did you pay attention to grammatical accuracy and vocabulary choice? Why or why not?
3. Did you enjoy using Facebook in this course? What did you like about it? What didn’t you like about it?
4. Do you feel that the use of Facebook was a valuable French learning experience? How?
How did you interact on facebook during this course?
Notes/ compositions - 15 wall postings -14 Status updates -13 Uploaded images/ photos -12 Uploaded news stories- 8 Uploaded video- 6 Group pages -4 Uploaded music -1 Facebook chat -1
*Comments on status updates/ Comments on photos
When posting on Facebook did you pay attention togrammatical accuracy and vocabulary choice? Why or why not?
Yes -12 To make my message clear (2) Message was to be seen publicly (2) I wanted to be entertaining My classmates would correct me It was a class assignment (2) It (grammatical accuracy) fit the personality of my
character I would write the post before hand to ensure
accuracy and then post it
Some browsers didn’t allow for accents (6)
Did you enjoy using Facebook in this
course? Yes -11
It was familiar It was fun (2) Great way for me to get to know the rest of the people in the
building and in the class(5) Great way to interact with others It’s a creative, interactive, relaxed method of using
conversational French A way to ask about homework I had a blast with it. I was able to share ideas, interact with
others, plus learn about other people’s lives and hobbies. Good way to practice French outside of class
No – 2 Difficult to keep up with. (4) “It sometimes was tedious to have to be your character” I wish we were given more topics to post about I don’t really use facebook so it wasn’t that helpful for me.
Do you feel that the use of Facebook was a valuable French learning experience?
How?
It allows you to practice French in a familiar way. Most students can’t go without facebook so it was easy to do.
Yes, It’s culturally relevant and makes the class more fun and applicable.
Yes, I was motivated to use accurate French. It also enhanced class discussion.
Yes. But, much of the interaction was similar to in-class exercises. Yes, it made French more interesting. Yes, we were able to practice our French and learn about other
people’s opinions and ideas. Yes, because it made us think in French outside of class. Yes, it gives a glimpse of how “real life” in France is. It’s very cool
to read and see the same words in French as we do in English (Connections).
It can be. Using French informally. Yes, because we were able to visit French websites, listen to
French music groups, and watch French TV shows. In addition we could learn about Montmartre from our friends’ shared notes (compositions).
It felt somewhat less useful than the other course work. It was fun and interesting but limited as far as how much it actually offered to help with skills in French.
Only if students use facebook. It is innovative but I feel like it wasn’t written on the homework.
“Facebook as Online Community Theater”
“I’ve always thought of Facebook as online community theater. In costumes we customize in a backstage makeup room – the Edit Profile page, where we can add a few Favorite Books or touch up our About Me section – we deliver our lines on the very public stage of friends’ walls or photo albums. And because every time we join a network, post a link or make another friend it’s immediately visible to others via the News Feed, every Facebook act is a soliloquy to our anonymous audience.”
“We log into the website because it’s entertaining to watch a constantly evolving narrative starring the other people in the library”
- The Fakebook Generation, NY Times, October 2007
Alice Mathias, 2007 graduate of Dartmouth College