Projects

My doctoral project, entitled: Landguaging across de/colonial borders with Parlure Games, uses a socioecological learning framework for both learning and teaching languages.

1 - Aural Input in the French L2 Classroom

This contrastive case study of adult FSL classrooms in Montreal forms a baseline to gauge the quantity and quality of social speech markers in the audiovisual input. Preliminary results of this project were presented at various conferences and results were published at the 2022 PSLLT conference.

Chung, R., & Cardoso, W. (2022). Variation in the L2 French audiovisual input: Ya basic! In J. Levis & A. Guskaroska (eds.). Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference, held June 2021 virtually at Brock University, St. Catharines, ON. https://doi.org/10.31274/psllt.13264

Chung, R., & Cardoso, W. (2021, June 19). Variation in the aural input: A voice by any other dialect would sound as sweet? Paper presented at the Pronunciation in Second Language Learning Teaching conference (PSLLT), St. Catharines, ON, Canada.

Riches, C., Chung, R., Gallante, A., De la Cruz, W., & Ortega, Y. (2019, September 28). Dialectal input in the L2 classroom: Whose language is it, anyway? - Addressing social inequity: Local and international perspectives on how to empower and support second language teachers and learners. Paper presented at EducLang 2019, Ottawa, ON, Canada.

Chung, R., & Collins, L. (2018, May 28). Dialectal input in the adult French L2 classroom. Paper presented at Canadian Association of Applied Linguistics, Regina, SK, Canada.

Chung, R. (2018, May 25). Exposition à la langue orale dialectale en classe de français langue seconde pour adultes. Paper presented at Les français d’ici, Montreal, QC, Canada.

2 - Parlure Games: A socioecological approach to Language Learning

To address the invariability found in the aural input study, Parlure Games--an online interactive dialect-learning tool--was developed using principles from High Variability Phonetic Training research. It supports learners in listening to and discussing material drawn from different social and regional French dialects found across different micro-sized and macro-sized socioecological geographic spaces. The steps and ongoing development of this project were presented at various conferences, and it won best student paper presentation at the EuroCALL conference in 2022, where conference proceedings were also published.

Chung, R., & Cardoso, W. (2022). Ecological CALL: development of a self-location tool for attuning to the ‘chorus of voices’. In B. Arnbjörnsdóttir, B. Bédi, L. Bradley, K. Friðriksdóttir, H. Garðarsdóttir, S. Thouësny, & M. J. Whelpton (Eds), Intelligent CALL, granular systems, and learner data: short papers from EUROCALL 2022 (pp. 1-6). https://research-publishing.net/publication/978-2-38372-015-7.pdf

*Chung, R. & Cardoso, W. (2022, August 19). Ecological CALL: Development of a self-location listening tool for attuning to the ‘chorus of voices’. Paper presented at the European Association of Computer Assisted Language Learning – EUROCALL, Reykjavik, Iceland.

*Winner of Best Student Paper presentation EuroCALL 2022: https://www.youtube.com/watch?v=fWDwPJhXe8I

Chung, R., & Cardoso, W. (2022, June). Ecological Perspectives of Attuning to Diverse “Input”: Language Learning in Metrolingual Contexts. Accepted for paper presentation at the Pronunciation in Second Language Learning Teaching conference (PSLLT) Niagara, ON.

Chung, R., & Cardoso, W. (2021, April 29). Addressing the need for multi-dialectal aural input in the L2 classroom with Parlure Games. Paper presented at the 9th International Second Language Pedagogies Conference (SLPC9) Montreal, QC.

Chung, R., & Segalowitz, N. (2020, March 30). Second dialect acquisition in second language learning – A review of methodologies in High Variability Phonetic Training. Roundtable discussion at American Association of Applied Linguistics, Denver, CO. https://aaal.confex.com/aaal/2020/meetingapp.cgi/Session/3253 (Conference cancelled due to Coronavirus crisis).

3 - Landguaging: A land-sensitive approach to Inclusive & Multimodal Language Teaching

The final phase of my study is the development of inclusive, land-sensitive teacher reflection activities for teachers of imperial languages. Landguaging is an arts-based teacher reflection and externalization tool that enables users to describe their relationship to land and language, and involves navigating various socioecosystems across personal timelines and geographic spaces to encourage thinking both locally and globally about education. The steps and ongoing development of this project were presented at various workshops and conferences, and it was nominated by the Canadian Association of Applied Linguistic in 2023, and won the Federation for the Humanities and Social Sciences Graduate Merit Award (CGMA). Results of the Landguaging project were published in EdMedia 2022, COPAL 2023, and the Inclusion in Linguistics volume published by Oxford University Press, currently in press.

Chung, R. & Cardoso, W (2023, May 28). “Landguaging” Relationships through Arts-based L2 Teacher Reflection: Can We De/colonize the Colonizer? Accepted for paper presentation at the Canadian Association of Applied Linguistics-CAAL/ACLA, Toronto, ON.

Chung, R. & Cardoso, W. (2022, June 20). The Art of 'Landguaging' in the City: Teacher Reflection for Inclusive Linguistic Futures. Accepted for Brief Paper: Practice- based presentation at the EdMedia + Innovate Learning 2022 conference - New York City, NY (online). https://youtu.be/tcmIPcztw-Y

Chung, R. (2022, June 14). The Art of 'Landguaging': Teacher Self-Reflection for Inclusive Futures. Interactive workshop presentation in the Conversations That Include series, Department of Education - DOEIGSA (online).

Chung, R., & dela Cruz, J. W. (2022, May 15). Plurilingualism in the “second language” classroom: Inclusive pedagogies begin from within. Accepted for paper presentation at the Canadian Association of Applied Linguistics- ACLA/CAAL (online).

Dela Cruz, J. W., & Chung, R. (2022, March 19). Pedagogies of inclusion must start from within: Plurilingual futures for “L2” pedagogies. Accepted for paper presentation at the American Association for Applied Linguistics (AAAL) Pittsburgh, PA.

4 - The Dandelion Project: A land-sensitive approach to Language Teaching & Learning

Moving forward: Using mapping techniques from Parlure Games and the critical self-reflection activities from Landguaging, I am currently developing a multi-modal, multilingual, and land-sensitive activity focused on inventorying various flora and fauna. This group-based activity is intended to describe user’s relationship to land, language, and notions of belonging and involves navigating various socioecosystems across a geographic space.