Digital Technologies: The Lives and Learning of Young People

Lisbeth M Brevik

Digital Technologies: The Lives and Learning of Young People New Research Developments with English L2 Readers

Associate professor, University of Oslo Member of common room, Kellogg College

The Norwegian Context • English in transition • English does not have the status of being a second language in Norway and has traditionally been regarded as a foreign language in Norwegian schools • Taught from year 1 through 11 alongside Norwegian • Everyday exposure to English when working, studying, observing media, or travelling Kellogg College 2018

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Sources: Rindal (2014); Education First (2011)

Norwegian Social Research (NOVA) Young people who play online games frequently perform poorer in Norwegian language arts and mathematics, but not in English as a second language. Researcher Mira Aaboen Sletten

Kellogg College 2018

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Source: Sletten, Strandbu & Gilje (2015)

Young online gamers

They prefer English to Norwegian, these boys in vocational education and training (VET). They game even during school intervals. Eilert Kvalsnes (17), Harald Arnesen (18), Vegard Adolfsen (18) and Nicolai Smerud Graversen (17) learn many English words and expressions through gaming. Photo: Rolf Øhman


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Source: Aftenposten (national online news)

Young people’s language choices

Eilert Kvalsnes (17) and Harald Arnesen (18) prefer to read books in English. Photo: Rolf Øhman, Aftenposten


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It is unacceptable to have Norwegian subtitles on English films, says Markus Johnsen (16). Photo: Rolf Øhman, Aftenposten

Source: Aftenposten (national online news)

The Norwegian Language Council of Norway / Ministry of Culture – The English language is used for fun and entertainment, while Norwegian is used for more boring or everyday purposes.

– I speak Norwegian almost all the time, so I think it is perfectly acceptable to speak English online.

NORWEGIAN UNDER PRESSURE: The Norwegian language is under pressure from English in several social areas, acccording to Director Aase Wetaas. Photo: Svein Arne Orvik / NRK

GAMING TOGETHER: Silje Gulbrandsen does not believe her Norwegian language competence suffers. Photo: Sigrid Sørumgård Botheim / NRK


| Source: NRK (national online news)

Project: Vocational and General students’ Use of English

VOGUE

Most young people read similarly (well) in Norwegian (L1) and English (L2)

Unexpected:


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Source: Brevik, Olsen & Hellekjær (2016)

A small group of young people reads significantly better in L2 than in L1

Girls GS 16%

Boys GS 26%

Girls VS 18%

Boys VS 40%


Majority: • boys (66%) • vocational students (58%) • vocational boys (40%)

| Source: Brevik & Hellekjær (2017)

What do you read in your leisure time? 25

20

15 in Norwegian in English 10

5

0 Novels & cartoons


Lyrics

News

Facebook

Online games

TV series and films

| Sources: Brevik (2016); Brevik (in progress)

Profiles – validated by participants • The gamer • The surfer • The social media prosumer


| Sources: Brevik (in progress); Garvoll (2017)

The gamer: analyses and makes inferences • 11 boys (43%) • «If we don’t understand English we die – in the game» • «We game between 3 and 8 hours each day» • «We also read graphic novels – they resemble games» • «I learn English expressions in the games that my teachers don’t know» Kellogg College 2018

Gaming in English Written chat 21%

Oral chat 36%

Skimming instructions 22%

In-depth reading of most instructions 21%


The surfer: seeks authentic language situations Use of English in their leisure time News 5%

Gaming 11%

Facebook 21% Music 22%

TV series and films 22%


Internet 19%

• 10 boys (38%) • «We surf from we get up in the morning until we go to bed» • «Music is everything to me – in English» • «We read the news on a daily basis» • «We learn more English online than in school»


The social media prosumer Use of English in their leisure time

Music 41%

Facebook 27%

TV series and films 32%


• Five girls (19%) • Producers: – «We skype in English» • Consumers: – «We watch Netflix, YouTube and Facebook»


Young people being active in own language development

WORKING ON WHAT IS RELEVANT FOR YOUNG PEOPLE

Which debate do we want to contribute to? • This should not be a language debate – whether Norwegian suffers due to English – or if Norwegian is «boring» and English «fun» – avoiding a dichotomy of everyday language versus academic language

• Rather a debate about active language development and relevance – young people actively choosing languages – relevant use of language in and out of school Kellogg College 2018

| Source: Brevik (in progress)

Thank you!

Lisbeth M Brevik [email protected]