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dc.contributor.authorHellmich, Emily A*
dc.date.accessioned2019-03-11T17:34:27Z
dc.date.available2019-03-11T17:34:27Z
dc.date.issued2019-01
dc.identifier.citationHellmich, E. A. (2019). A Critical Look at the Bigger Picture: Macro-Level Discourses of Language and Technology in the United States. CALICO Journal, 36(1), 39-58.en_US
dc.identifier.issn2056-9017
dc.identifier.urihttp://hdl.handle.net/10150/631813
dc.description.abstractDespite its numerous benefits and potentialities for language learning and teaching, digital technology can also play a role in creating and and maintaining inequality. While critical critical CALL often focuses on micro-level issues and contexts, macro-level perspectives, including discourses, are also essential to consider: From ecological and language-as-discourse perspectives, macro-level discourses have the potential to impact and shape CALL practices and contexts. Using critical discourse analysis methods, this article takes the 2017 American Academy of Arts and Sciences (AAAS) report, America's Languages: Investing in Language Education for the 21st Century, as a window into macro-level discourses of language and technology in American society today. Findings reveal a series of interrelated frames and scales that, taken together, suggest a neoliberal discourse that positioned language, technology, and ultimately CALL as tools to enhance national competitiveness on a global marketplace. The article concludes with implications of these findings for the CALL field.en_US
dc.language.isoenen_US
dc.publisherEQUINOX PUBLISHING LTDen_US
dc.rights©2019, equinox publishingen_US
dc.subjectlanguage educationen_US
dc.subjectecological callen_US
dc.subjectcritical discourse analysisen_US
dc.subjectneoliberalismen_US
dc.titleA Critical Look at the Bigger Picture: Macro-Level Discourses of Language and Technology in the United Statesen_US
dc.typeArticleen_US
dc.contributor.departmentUniv Arizona, French & Second Language Acquisit Teachingen_US
dc.identifier.journalCALICO JOURNALen_US
dc.description.note24 month embargo; issued date: 14 Jan 2019en_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US


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