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Language Development in the Digital Age

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Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889453139 Year: Pages: 79 DOI: 10.3389/978-2-88945-313-9 Language: English
Publisher: Frontiers Media SA
Subject: Science (General) --- Neurology
Added to DOAB on : 2018-02-27 16:16:45
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The digital age is changing our children’s lives and childhood dramatically. New technologies transform the way people interact with each other, the way stories are shared and distributed, and the way reality is presented and perceived. Parents experience that toddlers can handle tablets and apps with a level of sophistication the children’s grandparents can only envy. The question of how the ecology of the child affects the acquisition of competencies and skills has been approached from different angles in different disciplines. In linguistics, psychology and neuroscience, the central question addressed concerns the specific role of exposure to language. Two influential types of theory have been proposed. On one view the capacity to learn language is hard-wired in the human brain: linguistic input is merely a trigger for language to develop. On an alternative view, language acquisition depends on the linguistic environment of the child, and specifically on language input provided through child-adult communication and interaction. The latter view further specifies that factors in situated interaction are crucial for language learning to take place. In the fields of information technology, artificial intelligence and robotics a current theme is to create robots that develop, as children do, and to establish how embodiment and interaction support language learning in these machines. In the field of human-machine interaction, research is investigating whether using a physical robot, rather than a virtual agent or a computer-based video, has a positive effect on language development. The Research Topic will address the following issues:- What are the methodological challenges faced by research on language acquisition in the digital age?- How should traditional theories and models of language acquisition be revised to account for the multimodal and multichannel nature of language learning in the digital age?- How should existing and future technologies be developed and transformed so as to be most beneficial for child language learning and cognition?- Can new technologies be tailored to support child growth, and most importantly, can they be designed in order to enhance specifically vulnerable children’s language learning environment and opportunities?- What kind of learning mechanisms are involved?- How can artificial intelligence and robotics technologies, as robot tutors, support language development? These questions and issues can only be addressed by means of an interdisciplinary approach that aims at developing new methods of data collection and analysis in cross-sectional and longitudinal perspectives. We welcome contributions addressing these questions from an interdisciplinary perspective both theoretically and empirically.

Sottobanco

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Book Series: Media e tecnologie per la didattica - Open Access ISBN: 9788891786210 Year: Language: Italian
Publisher: FrancoAngeli
Subject: Education
Added to DOAB on : 2019-09-13 11:21:02
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Young pre-teens attending junior high schools are going through a very delicate period: they are not just engaged in a new and more complex school career but they are also engaged in their daily tasks of training and negotiating their identities and their roles in the different peer groups. This complex scenario is expanded by their first experiences, far from the eyes of adults, with technologies: tools that add, on the relational universe just described, an existential dimension that opens up new forms of communication mediated by digital contexts. Do technologies have an influence between on the relational dynamics that take place between students and their peers and between students and teachers? Which kind of influence? What dynamics are involved? What kind of technology is at stake? Is there a relationship of influence between the relationships mediated by the digital contexts and the social climate of a learning environment? What kind of influence? How much do students rely on digital-enriched relationships to satisfy their relationship needs? What perception do students and teachers have of relational dynamics mediated by digital contexts? And what role do they give to the school in this problem? To try to provide an answer to these questions, the volume presents a phenomenology of the witness of 21 teachers and 365 boys and girls belonging to two Italian and two French schools.

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