“There’s always an option” : Collaborative Writing of Multilingual Interactive Fanfiction in a Foreign Language Class
Issued Date: 28 Jan 2021
Abstract
In the digital wilds, thriving storytelling practices (often in transcultural and multilingual contexts) share with Maker culture a belief in learning through doing, bricolage, collaboration, and playfulness. Key examples are fanfiction, a form of creative writing that transforms popular media in some way, and interactive fiction, a form of nonlinear narrative that verges on the world of gaming. This paper documents a pedagogical intervention carried out within the FanTALES project, which leverages creative writing and meaning-making practices from the digital wilds, in order to develop teaching and learning activities that engage secondary school learners in the writing of multilingual interactive fanfiction. Adolescent learners of English as a foreign language (N=21) wrote multilingual interactive fanfiction based on the digital game series Assassin’s Creed. Qualitative content analysis of focus groups with these learners suggests that they experienced intrinsic motivation and developed skills in language and storytelling as well as transversal competences. They also dealt with a lowered sense of autonomy due to the open-endedness of the tasks, and struggled with a lack of sufficient knowledge about storytelling practices and the source text, as well as with project management. Potential improvements for the pedagogical implementation include more scaffolding of the tasks, and better integration with curriculum and assessment.
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PDF Subscribers OnlyDOI: 10.1558/cj.41119
References
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Curwood, J. S. (2013). Fan fiction, remix culture, and The Potter Games. In V. E. Frankel (Ed.), Teaching with Harry Potter (pp. 81–92). Jefferson, NC: McFarland.
Duffett, M. (2013). Understanding fandom: An introduction to the study of media fan culture. New York, NY: Bloomsbury.
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Halverson, E., & Peppler, K. (2018). The Maker Movement and learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 285–294). New York, NY: Routledge. https://doi.org/10.4324/9781315617572-28
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Leppänen, S. (2007). Youth language in media contexts: Insights into the functions of English in Finland. World Englishes, 26(2), 149–169. https://doi.org/10.1111/j.1467-971X.2007.00499.x
Leung, C., & Valdès, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. Modern Language Journal, 103(2), 348–370. https://doi.org/10.1111/modl.12568
Martin, L. (2015). The promise of the Maker Movement for education. Journal of PreCollege Engineering Education Research, 5(1), 30–39. https://doi.org/10.7771/2157-9288.1099
Montfort, N. (2011). Toward a theory of interactive fiction. In K. Jackson-Mead & J. R. Wheeler (Eds.), IF theory reader (pp. 25–28). Boston, MA: Transcript On Press.
Neville, D. O., Shelton, B. E., & McInnis, B. (2009). Cybertext redux: Using digital gamebased learning to teach L2 vocabulary, reading, and culture. Computer Assisted Language Learning, 22(5), 409–424. https://doi.org/10.1080/09588220903345168
New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review (spring), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Pereira, J. (2014). Using interactive fiction for digital game-based language learning. In S. Garton & K. Graves (Eds.), International perspectives on materials in ELT (pp. 178–197). Basingstoke, UK: Palgrave MacMillan. https://doi.org/10.1057/9781137023315
Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. In M. P. Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp. 7–27). Clevedon, UK: Multilingual Matters. https://doi.org/10.21832/9781853599286-004
Robinson, P. (2011). Second language task complexity: Researching the cognition hypothesis of language learning and performance. Amsterdam, Netherlands: John Benjamins Publishing Company. https://doi.org/10.1075/tblt.2
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Sauro, S. (2017). Online fan practices and CALL. CALICO Journal, 34(2), 131–146. https://doi.org/10.1558/cj.33077
Sauro, S. (2020). Fan fiction and informal language learning. In M. Dressman & R. W. Sadler (Eds.), The handbook of informal language learning (pp. 139–151). Hoboken, NJ: John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119472384.ch9
Sauro, S., & Sundmark, B. (2016). Report from Middle-Earth: Fan fiction tasks in the EFL classroom. ELT Journal, 70(4), 414–423. https://doi.org/10.1093/elt/ccv075
Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1–7.
Skains, R. L. (2019). Teaching digital fiction: Integrating experimental writing and current technologies. Palgrave Communications, 5(1), 1–10. https://doi.org/10.1057/s41599-019-0223-z
Storch, N. (2017). Implementing and assessing collaborative writing activities in EAP classes. In J. Bitchener, N. Storch, & R. Wette (Eds.), Teaching writing for academic purposes to multilingual students. Instructional approaches (pp. 130−144). New York, NY: Routledge.
Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572. https://doi.org/10.1558/cj.v25i3.558-572
Thorne, S. L., Sauro, S., & Smith, B. (2015). Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35, 215–233. https://doi.org/10.1017/S0267190514000257
Vuorikari, R., Ferrari, A., & Punie, Y. (2019). Makerspaces for education and training: Exploring future implications for Europe. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/946996
Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp. 308–319). Westport, CT: Libraries Unlimited.
Buendgens-Kosten, J. (2016). Building a multilingual niche: Code-choice and code-alternation at the Day of Multilingual Blogging. Domínios de Lingu@gem, 10(4), 1379–1403. https://doi.org/10.14393/DL27-v10n4a2016-9
CaptainOfTheKryptonSpacemarines (2018). The importance of knowing languages. Archive of Our Own. Retrieved November 1, 2020 from https://archiveofourown.org/works/16914975?view_full_work=true
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press. https://doi.org/10.1093/elt/cci105
Council of Europe (2018a). Common European Framework of Reference for Language: Learning, teaching assessment. Companion volume with new descriptors. Strasbourg, France: Council of Europe. Retrieved November 1, 2020 from https://rm.coe.int/cefrcompanion-volume-with-new-descriptors-2018/1680787989
Council of Europe (2018b). Annex to the Council recommendation of 22 May 2018 on key competences for lifelong learning: Key competences for lifelong learning, a European reference framework. Official Journal of the European Union. Retrieved November 1, 2020 from https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7
Curwood, J. S. (2013). Fan fiction, remix culture, and The Potter Games. In V. E. Frankel (Ed.), Teaching with Harry Potter (pp. 81–92). Jefferson, NC: McFarland.
Duffett, M. (2013). Understanding fandom: An introduction to the study of media fan culture. New York, NY: Bloomsbury.
Erard, M. (2012). Babel no more. The search for the world’s most extraordinary language learners. New York, NY: Free Press.
FanTALES. (2019). Introduction to interactive fiction. Retrieved 11 January 2020 from https://youtu.be/dJoe9BQ6z6c
Halverson, E., & Peppler, K. (2018). The Maker Movement and learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 285–294). New York, NY: Routledge. https://doi.org/10.4324/9781315617572-28
Hubbard, P. (2002). Interactive participatory dramas for language learning. Simulation & Gaming, 33(2), 210–216. https://doi.org/10.1177/1046878102332009
Inkle. (2014). 80 Days. Inkle. https://www.inklestudios.com/80days/
Jenkins, H. (1992). Textual poachers: Television fans and participatory culture. New York, NY: Routledge.
Kelly, S. W. (2012) Incidental learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning. Boston, MA: Springer. https://doi.org/10.1007/978-1-4419-1428-6_366
KeySTART2Work (n.d.). Catalogue of transversal competences key for employability. Retrieved November 1, 2020 from http://www.keystart2work.eu/images/docs/o2-catalogue/O2_Catalogue_EN.pdf
Lee, S. M. (2019). Her story or their own stories? Digital game-based learning, student creativity, and creative writing. ReCALL, 31, 238–254. https://doi.org/10.1017/S0958344019000028
Leppänen, S. (2007). Youth language in media contexts: Insights into the functions of English in Finland. World Englishes, 26(2), 149–169. https://doi.org/10.1111/j.1467-971X.2007.00499.x
Leung, C., & Valdès, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. Modern Language Journal, 103(2), 348–370. https://doi.org/10.1111/modl.12568
Martin, L. (2015). The promise of the Maker Movement for education. Journal of PreCollege Engineering Education Research, 5(1), 30–39. https://doi.org/10.7771/2157-9288.1099
Montfort, N. (2011). Toward a theory of interactive fiction. In K. Jackson-Mead & J. R. Wheeler (Eds.), IF theory reader (pp. 25–28). Boston, MA: Transcript On Press.
Neville, D. O., Shelton, B. E., & McInnis, B. (2009). Cybertext redux: Using digital gamebased learning to teach L2 vocabulary, reading, and culture. Computer Assisted Language Learning, 22(5), 409–424. https://doi.org/10.1080/09588220903345168
New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review (spring), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Pereira, J. (2014). Using interactive fiction for digital game-based language learning. In S. Garton & K. Graves (Eds.), International perspectives on materials in ELT (pp. 178–197). Basingstoke, UK: Palgrave MacMillan. https://doi.org/10.1057/9781137023315
Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. In M. P. Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp. 7–27). Clevedon, UK: Multilingual Matters. https://doi.org/10.21832/9781853599286-004
Robinson, P. (2011). Second language task complexity: Researching the cognition hypothesis of language learning and performance. Amsterdam, Netherlands: John Benjamins Publishing Company. https://doi.org/10.1075/tblt.2
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Sauro, S. (2017). Online fan practices and CALL. CALICO Journal, 34(2), 131–146. https://doi.org/10.1558/cj.33077
Sauro, S. (2020). Fan fiction and informal language learning. In M. Dressman & R. W. Sadler (Eds.), The handbook of informal language learning (pp. 139–151). Hoboken, NJ: John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119472384.ch9
Sauro, S., & Sundmark, B. (2016). Report from Middle-Earth: Fan fiction tasks in the EFL classroom. ELT Journal, 70(4), 414–423. https://doi.org/10.1093/elt/ccv075
Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1–7.
Skains, R. L. (2019). Teaching digital fiction: Integrating experimental writing and current technologies. Palgrave Communications, 5(1), 1–10. https://doi.org/10.1057/s41599-019-0223-z
Storch, N. (2017). Implementing and assessing collaborative writing activities in EAP classes. In J. Bitchener, N. Storch, & R. Wette (Eds.), Teaching writing for academic purposes to multilingual students. Instructional approaches (pp. 130−144). New York, NY: Routledge.
Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572. https://doi.org/10.1558/cj.v25i3.558-572
Thorne, S. L., Sauro, S., & Smith, B. (2015). Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35, 215–233. https://doi.org/10.1017/S0267190514000257
Vuorikari, R., Ferrari, A., & Punie, Y. (2019). Makerspaces for education and training: Exploring future implications for Europe. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/946996
Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp. 308–319). Westport, CT: Libraries Unlimited.
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