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Grad Student SIG Reading Circle

You are invited to our next reading circle! This time we are reading “Multimodal Student Voice Representation Through an Online Digital Storytelling Project”!

📆: Tuesday, March 12th
⏰: 10am PT/12pm CT/1pm ET
📍 Please pre-register using this link:

Please try and read the article before joining so we can all engage in a deep and fruitful discussion!

Thank you Francesca Marino, University of South Florida, and Linda Molin-Karakoc, University College London, for hosting this reading circle!

See you there!

* * * * * * * * * * ** * * * * * * * * * ** * * * * * * * * * ** * * * * * * * * * *

Lillian Jones, MA

PhD Candidate | Associate Instructor

Department of Spanish and Portuguese 

University of California, Davis

– – – – – – – – – – – – – — – – – – – – – – – – – – – – • Follow me on Twitter • Connect with me on LinkedIn

Fellow, Leaders for the Future at UC Davis | 2023-2024

Chair, CALICO Graduate Student Special Interest Group

Senior Managing Editor, Spanish & Portuguese Review

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CALICO Journal 43:1, Special Issue Call for Papers

Special Issue Title: Inclusion & Diversity in CALL,
CALICO Journal 43.1 (February, 2026)

Co-editors: Carolyn Blume (TU Dortmund), Jules Buendgens-Kosten (Goethe University Frankfurt), Peter Schildhauer (Bielefeld University)

In theory, digitalization offers new opportunities to meet learners’ needs. This is especially true for those learners whose needs are considered atypical or who are at risk of educational exclusion due to marginalization or as a result of systemic barriers that interfere with participation. The potential role of computer-assisted language learning (CALL) is particularly important, given the centrality of digital media and mediatization to contemporary communication, language learning, and inclusion (Alper & Irons 2020; Blume & Bündgens-Kosten 2023; Reinhardt & Thorne 2017; Sauro & Zourou 2019). However, while an increasing number of conceptual proposals and practical recommendations address the potential of CALL to mediate inclusion, only a small proportion of these initiatives have been empirically assessed (Belda-Medina 2022; Kasch 2020; Ralston 2016). Advancements have been made since Hockly’s 2016 lament regarding the lack of “rigorous research studies” (p. 335), but analyses at the nexus of diversity and CALL – especially as regards disabilities beyond sensory and motor disabilities, and languages besides spoken English – remain rare. The available research, for example, regarding individual learner differences and CALL focuses primarily on universal factors contributing to learner heterogeneity in language learning, such as age, socioeconomic status, or aptitude (Dausend & Nickel 2017; Puebla et al. 2022). Other research that examines inclusive education via and with digital media generally does not consider additional or foreign language learning (e.g., Holz et al. 2023; Ikeshita-Yamazoe & Miyao 2014; Ringland 2019). As such, the growing research base does not, as yet, do justice to the complexity of diversity among disabled or marginalized language learners in CALL environments. This also applies to the complex, intersecting ways in which learners who may be seen as atypical or who are threatened by educational discrimination due to aspects of their identity are ill-served. This special issue seeks contributions that address these issues. 

The role of digital media and tools stretches far beyond that of a potentially compensatory or additive element for inclusive language learning. Rather, digitalization can be understood as a process of mediatization, in which existing communicative practices and social processes are modified by new interactive means and forms (cf. Hepp 2020). The resulting culture of digitality (Stalder 2018) is marked by new forms of community building (cf. Jenkins 2009), (re-)mixing and sharing digital artifacts, as well as algorithmicity. Digital genres and semiotic modes used for creating meaning and forming identity are increasingly diversified.  The New London Group’s (1996) call for a “pedagogy of multiliteracies” in response to these changes needs to be further examined in relation to its implications for a wide range of learners (cf. Schildhauer et al. 2020).  

There are many ways that digital media, tools, and practices for language learning can accommodate learners who have physical or sensorial preferences, who are neurodivergent or who experience chronic illness. Some of these tools, applications, and activities are designed especially for specific groups of these learners, while others might achieve usefulness through universal design, similar accessibility-focused perspectives, or even incidentally. Hockly (2016) points to several studies that illustrate how “everyday technologies,” such as multimedia texts, voice recording apps, and individualized systems can support language learning for disabled English language learners in TESOL contexts. Such developments can theoretically lead to improved CALL for all, as a wider variety of individual needs among diverse learners drives didactic and technological advancement and adaptivity. However, much remains to be done. 

This thematic issue seeks contributions that will contribute to our understanding of how digital tools and digital communication practices can facilitate inclusive language learning in different contexts. Possible topics include, but are not limited to: 

  • Evaluations of existing CALL tools and materials with a focus on the target groups outlined above
  • Analyses of existing barriers in CALL
  • Conceptual and empirical work related to CALL and different dimensions of heterogeneity (including, but not limited to, physical or sensorial differences, neurodiversity, cognitive ability, chronic illness, language modality)
  • Conceptual and empirical work related to language educators and their perspectives, needs as well as necessary competences regarding the implementation of CALL in the target groups outlined above

Please send initial expressions of interest and/or queries to the following email addresses:, and


May 15th, 2024: Initial expressions of interest/proposals of no more than 750 words. This proposal should address the theoretical framework employed, justification for the study, research questions, methodology, findings (where available), and implications for future research or pedagogy. For theoretical pieces, ensure the proposal includes a clearly articulated problem and a proposed solution.

August 30th, 2024: Invitation for full manuscripts of no more than 8,500 words including abstract and references (Please note that an invitation to submit a full-length manuscript does not guarantee publication in the special issue).

Dec. 1st, 2024: Full manuscript due to editors

Dec. 15th, 2024:  Anonymized manuscripts sent to at least two external reviewers

March 1st, 2025: Round one peer review due to editors

June 1st, 2025: Revised drafts due to editors

August 15th, 2025: Final revised manuscripts due

February 2026: Special issue publication


Alper, M., & Irons, M. (2020). Digital socialising in children on the autism spectrum. In L. Green, D. Holloway, K. Stevenson, T. Leaver, & L. Haddon (Eds.), The Routledge companion to digital media and children (pp. 348–357). Routledge.

Belda-Medina, J. (2022). Promoting inclusiveness, creativity and critical thinking through digital storytelling among EFL teacher candidates. International Journal of Inclusive Education, 26(2), 109–123.

Blume, C., & Bündgens-Kosten, J. (2023). The role of digitality for neurodivergent English language learners: Agency and well-being within and outside the ELT classroom.AAA: Arbeiten aus Anglistik und Amerikanistik/Agenda: Advancing Anglophone Studies, 48(2), 211–235.

Dausend, H. & Nickel, S. (2017). Tap’n’Talk – Differenzierte Förderung von Sprachproduktionen durch tabletgestützte Lernaufgaben. In S. Chilla & K. Vogt (Eds.), Heterogenität und Diversität im Englischunterricht. Fachdidaktische Perspektiven (pp. 179-203). Peter Lang.

Hepp, A. (2020). Deep mediatization. Routledge.

Hockly, N. (2016). Special educational needs and technology in language learning. ELT Journal, 70(3), 332–338.

Holz, H., Ninaus, M., Schwerter, J., Parrisius, C., Beuttler, B., Brandelik, K., & Meurers, D. (2023). A digital game-based training improves spelling in German primary school children: A randomized controlled field trial. Learning and Instruction, 87, 101771.

Ikeshita-Yamazoe, H., & Miyao, M. (2014). A visual training tool for teaching kanji to children with developmental dyslexia. Computer Assisted Language Learning, 29(1), 88–102.  

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. The MIT Press.

Kasch, H. (2020). Innovative inclusive educational technology in language classrooms and learner perspectives: A study of nine learner narratives. In A. L. Brooks, E. I. Brooks, O. Akan, P. Bellavista, J. Cao, G. Coulson, F. Dressler, D. Ferrari, M. Gerla, H. Kobayashi, S. Palazzo, S. Sahni, X. (S.) Shen, M. Stan, X. Jia, & A. Y. Zomaya (Eds.), 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Aalborg, Denmark, November 6–8, 2019, Proceedings (pp. 660–670). Springer International Publishing.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93.

Puebla, C., Fievet, T., Tsopanidi, M., & Clahsen, H. (2022). Mobile-assisted language learning in older adults: Chances and challenges. ReCALL, 34(2), 169-184. 

Ralston, K. K. (2016). Autism and English in Iceland: Are young Icelanders with autism spectrum disorders using English differently than their peers? [MA Thesis]. Háskóli Íslands, Iceland.

Reinhardt, J., & Thorne, S. L. (2017). Language socialization in digital contexts. In P. A. Duff & S. May (Eds.), Language socialization: Encyclopedia of language and education (pp. 1–13). Springer International Publishing.

Ringland, K. E. (2019). “Autsome”: Fostering an autistic identity in an online Minecraft community for youth with autism. In N. G. Taylor, C. Christian-Lamb, M. H. Martin, & B. Nardi (Eds.), Information in contemporary society (pp. 132–146). Springer International Publishing.

Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1–7.

Schildhauer, P., Sauer, J., & Schröder, A. (2020). Standards – margins – new horizons: Editorial. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung. (PFLB), 2(4), V-XII.

Stalder, F. (2018). The digital condition (V. A. Pakis, Trans.). Polity Press. 

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Language Technology Review Editor Search

The editors of the CALICO Journal are recruiting a Learning Technology Reviews (LTR) Editor. The LTR editor will be responsible for soliciting reviews of language learning courseware, tutorial apps, and online resource websites and will work closely with authors in bringing the reviews to publishable quality. The LTR editor will also use the journal’s online management system to manage these manuscripts through all stages of the publishing process. This is an unpaid position and requires a two-year commitment.

The CALICO Journal publishes an average of six LTRs per volume (two per issue) and uses the framework and format described in Hubbard (2019). Generally speaking, reviews may be no more than 3,000 words (including all text, references, entire review, and bio statement) and contain no more than 4 figures or images. Examples of recently published LTRs can be found here.

For immediate consideration, please send your CV and a short expression of interest to both of the CALICO Journal editors by October 31st:
Bryan Smith and Ana Oskoz

Hubbard, P. (2019). Evaluation of courseware/tutorial apps and online resource websites.

In N. Arnold & L. Ducate (Eds.) Engaging Language Learners through CALL (pp. 390–430). Sheffield, UK: Equinox.

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New Journal Issue Available, 40#2

Vol. 40 No. 2 (2023)

Published: 2023-05-25



Book Reviews

Learning Technology Reviews

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Gaming SIG Newsletter

 Fall 2022
Issue 44:
Jakob Johnson (Chair)
Daniel Dixon (Associate Chair)
Hope you all had a good Thanksgiving!
New Discord Server and Methods to Interact and Keep in Touch
Remember that we have a Facebook group and a Google Group; the join link can be found on the SIG’s page on CALICO’s website.
Based on comments during CALICO 2022 we decided to also create/move to a Discord server (invite link here: Our hope in creating this is to help encourage collaboration and interaction as it seems the google group and Facebook group do not see much traffic. However, please let us know what you think of the move to Discord. Thank you to those who have joined!
We will continue to use Google Groups for the Newsletter, as well as posting and archive of Newsletters to Discord.
One of the aspects of using Discord was a hope for the ability to archive past newsletters which has been done (at least a link to a google drive folder) for easy access. We also discussed potentially creating some form of list of games people like to use in their classrooms with potential short explanations of how to use them while teaching.
Here is the Google Forms link:

Examples of Using Games:
Newcomer: A Language Learning RPG
In this issue, we spoke with Jason Kappes, a software engineer who is solo developing Newcomer, a fantasy language learning video game. In the game, players learn a second language to save the kingdom and befriend its people. We asked Jason to tell us a little bit about the game and what inspired him to create it.
In Newcomer, players have the ability to participate in second language conversations. Players can communicate, create relationships, and complete conversation goals with more than 100 characters. These conversations and relationships can lead to the player receiving a quest, an item, or access to a new area. You can watch an example of this character interaction with this link:

During in-game conversations, players build sentences and based on what is said, the NPC (interlocutor) will respond accordingly. NPCs can understand context, respond intelligently, and ask the player questions. The amount the player can say is constrained to their progress in the game.
In addition to L2 conversations, there are translatable short stories, grammar guides, a multi-modal dialogue system, and language battles. I also added simple RPG mechanics such as fishing, mining, crafting, alchemy, questing, and exploration.

The languages offered in the base application will be English, Spanish, Italian, and French. A user will choose their native language and then the second language to learn. Spanish natives can learn English, English natives can learn French, etc. Newcomer was created for absolute beginner – intermediate learners. The goal is that an absolute beginner can complete the game and be able to have basic conversations using elementary vocabulary, from A0 – A1.
My personal journey: Language learning is a hobby, but I wanted (and think there should be) a more interesting context to learn within. I thought language learning would work well in a Pokemon-esque video game where there are clear in-game goals tied to language progression. I’m also interested in creating game-based learning applications, so creating Newcomer is the intersection of my hobby (language learning), passion (programming), and meaning (making it easier to learn languages, and improve the world). I’m not an expert, and I am still growing as a programmer, language learner, and language educator. I’m reading research papers, discussing what I’m making with like-minded individuals, and actively creating and iterating on digital game-based language learning methods. My favorite book has been The Routledge Handbook of Second Language Acquisition and Technology. A special shoutout goes to LLP (Ludic

Language pedagogy) who have helped me along my journey. While I don’t declare Newcomer is a silver bullet to learning languages, it has research-based methods baked within that will help language learners improve.
The full trailer and more project features can be viewed on my Kickstarter:
Feel free to share with friends and colleagues that are interested. If anyone wants to know more about Newcomer, or potentially work on interesting DGBLL projects in the future, contact me at
Recent Publications
Reed, J. (2022). “This class doesn’t have a textbook?”: An overview of a TRPG course for L2 English learners in Japan. Ludic Language Pedagogy, 4, 53–70.
Sorry I wasn’t aware of any others (please reach out though if you have any, and we can get them put on the Discord)
Virtual October Get Together
So we didn’t have a great turn-out, if people are interested in doing something before the CALICO conference let us know on the Discord! We would be happy to plan another virtual get together some time next semester.

Upcoming Conferences
Below is a listing of some upcoming conferences which you may be interested in attending and/or presenting at. If there are any conferences that you feel should be added to this list, let us know! (We are particularly interested in any game-related or CALL-related conferences) Remember that for some conferences, you need to submit proposals far in advance, so keep that in mind as you prepare to share your classroom practice and research about using games for language learning.

Multiple Dates, 2023-2024
Jun 6-10th, 2023 June 14-17, 2023 June 25-28, 2023
June 26-29, 2023
July 23-26th, 2023
Sept 6-8th, 2023
Sept 16-17th, 2023
Oct 2-5, 2023
International Conference on Gamification & Serious Game
Submissions Closed for 2023
Submissions Closed
IALLT Conference
International Association for Language Learning Technology
ISTE Edtech Conference
International Society for Technology in Education
Submission Closed
AATSP Conference
American Association of Teachers of Spanish & Portuguese
Submissions Closed
AATF Convention
American Association of Teachers of French
Submissions Open Sept 1st – Dec 15th 2022
EUROCALL Conference
European Association of Computer Assisted Language Learning
Pronunciation in Second Language Learning and Teaching Conference
ICALT Conference
IEEE International Conference on Advanced Learning Technologies
Submissions Closed
WorldCALL Conference
Seoul, London, Singapore, Washington
Minneapolis, Minnesota
New Orleans, Louisiana
Philadelphia, PA
Salamanca, Spain
Trois-Rivières, Québec
Reykjavik, Iceland
West Lafayette, IN
Amsterdam, Netherlands
Kazan, Russia (No longer taking place in Kazan, but new location not on website)
TBA SeriousPlay ? Submissions Rolling, but selection starts in OCT
The GSIG Newsletter is a quarterly newsletter for the Gaming SIG, a special interest group of the Computer Assisted Language Instruction Consortium (CALICO).

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CALICO Journal CALICO Journal special issue, Technology-Mediated Task-based Language Teaching and Learning, Call for Papers

Papers are invited for a special issue of CALICO, the journal of the Computer-Assisted Language Instruction Consortium, on ‘Technology-Mediated Task-based Language Teaching and Learning. We are pleased to invite proposals for the special issue of volume 42 of the CALICO Journal, which will be published in February 2024. With this call for proposals, we are looking for (a) guest editor(s), who will produce an issue on a timely and compelling CALL-related theme that will resonate with our readership and move the field forward. If you are interested in becoming a guest editor, please submit a proposal addressing the following points:

(1) name(s) and affiliation(s) of the guest editor(s)
(2) topic of the special issue
(3) rationale for the topic (500 words maximum)
(4) short CV of each guest editor (with particular emphasis on published research on the topic of the special issue and editing experience)
(5) draft Call for Papers for the special issue

The editors invite papers exploring innovative approaches to designing, implementing, and evaluating technology-mediated task-based language teaching and learning. Papers may report on empirical studies or theoretical pieces that challenge our current thinking about TBLT. Quantitative, qualitative, mixed-, and multiple-method designs are
welcome. Quantitative studies examining learner process data are especially welcome as are all designs targeting less commonly taught languages, including ASL and other sign languages of the world. Studies relying purely on survey or questionnaire research will not be considered. Full-length manuscripts of no more than 7,500 words (all inclusive) will be invited by the editors after evaluating expressions of interest (see timeline below).

As a starting point, we use González-Lloret and Ortega (2014) in our framing of the five definitional features of a task in the context of technology and task integration. These features include the following: 1. Primary focus on meaning; 2. Goal orientation; 3. Learner-centeredness; 4. Holism; and 5. Reflective Learning. We also assume the non-neutrality of technology and acknowledge the importance of curriculum in task-technology integrations. Forward-thinking topics relevant to technology-mediated task-based language teaching and learning may include but are not limited to:

Critical approaches to TMTBLT
Curriculum Design
Digital literacies
Extramural language learning
Individual differences
Materials development
Methodological considerations
Mobile environments
Needs analysis
Online, hybrid or blended course design
Replication studies
Special needs language learners
Task complexity
Task design
Task sequencing
Tasks in multisensorial environments
The role of the teacher
Theoretical constructs in TMTBLT
Young learners

Initial expressions of interest and informal inquiries are encouraged and should be sent to the editors, Ana Oskoz and Bryan Smith All proposals will be evaluated by the CALICO Journal’s editorial board. Please see the complete timeline below.

Initial expressions of interest/proposals of no more than 750 words are due by October 10, 2023. This proposal should address the theoretical framework employed, justification for the study, research questions, methodology, findings (where available), and
implications for future research or pedagogy. For theoretical pieces, ensure the proposal includes a clearly articulated problem and a proposed solution.

    •       10 October 2023: Initial expressions of interest/proposals
    •       1 December 2023: Invitation for full manuscripts
    •       1 June 2024: Full manuscript due to editors
    •       15 June 2024: double-blind review process  
    •       1 August 2024: Round one peer review due to editors
    •       1 November 2024: Revised drafts due to editors
    •      28 February, 2025: Final revised manuscripts due
    •       2025: Special Issue Publication

Please note that abstract acceptance does not guarantee publication of the submitted manuscript. All manuscripts will be subject to a double-blind peer review process.

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CALICO Journal Special Issue Call for Papers

Special Issue Title: Social media pathways: Using social media to help language learners access target-language communities

Co-editors: Ellen Yeh (Columbia College Chicago) and Nicholas Swinehart (University of Chicago)

This CALICO Journal special issue explores and investigates CALL practices through the concept of “social media pathways”: using social media to help language learners access target-language communities, both virtual and physical. Social media tools have the potential to help language learners retrieve and critically assess crowd-sourced information from the local community of a target culture (Yeh & Mitric, 2021), enhance intercultural communicative competence (Lomicka & Ducate, 2021), foster social media literacy (Vanwynsberghe et al., 2015; Yeh & Swinehart, 2020), form language learner identities (Thorne et al., 2015), as well as develop sociocultural and pragmatic processes of language socialization (Sykes, 2019; Thorne et al., 2009). Social media can therefore serve as a “pathway” for connecting language learners to target-language communities. This can mean helping learners acquire the context-specific pragmatics and social media literacy necessary for successful interaction with target-language speakers in online communities (Sykes, 2018), or helping students learn about specific areas, cultures, and practices to prepare them for face-to-face interaction (Godwin-Jones, 2016).

This special issue uses a broad definition of social media to refer to any application or technology through which users participate in, create, and share media resources and practices with other users by means of digital networking” (Reinhardt, 2019), which can include blogs, social networking sites, virtual worlds (e.g., Second Life and virtual reality platforms), collaborative project platforms (e.g., Wikipedia), content communities (e.g., YouTube), affinity spaces (e.g., Reddit, Discord, and fan fiction), and online games (e.g., Minecraft, World of Warcraft). While this definition is broad, this special issue focuses on the integration of “authentic” social media environments–those not created or used exclusively for language learning purposes–into curricula and students’ digital practices through bridging activities (Thorne & Reinhardt, 2008), language learners-as-ethnographers (Roberts et al., 2001), or other approaches that attempt to scaffold learners’ understanding of and participation in complex linguistic environments. Through the use of “real-life language, the active engagement in authentic material, the participation in communities in the target language, and boundary crossing” (Miller et al., 2019, p. 551), the social media pathway connects language learners with the target language communities in extensive ways, while always working towards increased knowledge of and/or participation within those communities.

Themes of relevance to social media and target-language communities include, but are not limited to:

  • Innovative approaches to using social media to increase language learners’ access to and participation within target language communities.
  • Effective ways of developing social media literacy for participatory culture in both virtual and face-to-face target language communities.
  • Bridging students’ in-class and out-of-class digital literacy practices to increase language learners’ social and cultural interaction with target language speakers and communities in authentic ways.
  • Developing pragmatic awareness in diverse social media contexts.
  • Integrating social media literacy learner training and teacher training into pre-service and in-service teacher preparation programs.

This special issue invites full-length (no more than 7,000 words, all-inclusive) articles, with preference given to empirical studies. Authors are strongly encouraged to contextualize their contribution within appropriate theoretical and developmental frameworks.


Submission deadline for abstracts is October 3, 2022.


  • October 3, 2022: Submit an initial proposal of no more than 750 words to the guest editors.
  • Abstracts should be submitted via email (Word or PDF format only) to both co-editors: Ellen Yeh ( and Nicholas Swinehart (
  • If authors have any questions or queries, please contact the guest editors at the email addresses above.
  • October 17, 2022: Notifications for inviting full manuscripts
  • February 1, 2023: Full-length manuscripts due; must comply with CALICO’s formatting guidelines
  • August 15, 2023: Full-length final draft of manuscripts due
  • February, 2024: Special Issue publication

Special Issue to be published in February of 2024. Please note that abstract acceptance does not guarantee publication of the submitted manuscript. All manuscripts will be subject to a double-blind peer review process. Please send questions about the volume to co-editors Ellen Yeh ( and Nicholas Swinehart (



Godwin-Jones, R. (2016). Integrating technology into study abroad. Language Learning & Technology, 20(1), 1-20.

Lomicka, L., & Ducate, L. (2021). Using technology, reflection, and noticing to promote intercultural learning during short-term study abroad. Computer Assisted Language Learning, 34(1/2), 35–65.

Miller, A. M., Morgan, W. J., & Koronkiewicz, B. (2019). Like or Tweet: Analysis of the use of Facebook and Twitter in the language classroom. TechTrends: Linking Research & Practice to Improve Learning, 63(5), 550–558.

Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1–39.

Roberts, C., Byram., M, Barro, A., Jordan, S., & Street, B. (2001). Language Learners as Ethnographers. Multilingual Matters.

Sykes, J. M. (2018). Interlanguage pragmatics, curricular innovation, and digital technologies. CALICO Journal, 35(2), 120–141.

Sykes, J. M. (2019). Emergent digital discourses: What can we learn from hashtags and digital games to expand learners’ second language repertoire? Annual Review of Applied Linguistics, 39, 128–145. 

Thorne, S. L., Black, R., & Sykes, J. (2009). Second language use, socialization, and learning in Internet interest communities and online games. The Modern Language Journal, 93, 802–821.

Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities:” New media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572.

Thorne, S. L., Sauro, S., & Smith, B. (2015). Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35, 215–233.

Vanwynsberghe, H., Boudry, E., & Verdegem, P. (2015). De impact van ouderschapsstijlen op de ontwikkeling van sociale mediageletterdheid bij adolescenten [The impact of parenting styles on the development of social media literacy among adolescents]. Tijdschrift voor Communicatiewetenschap, 1(43), 84–100.

Yeh, E., & Mitric, S. (2021). Social media and learners-as-ethnographers approach: increasing target-language participation through community engagement. Computer Assisted Language Learning. 

Yeh, E., & Swinehart, N. (2020). Social media literacy in second language environments: Navigating anonymous user-generated content. Computer Assisted Language Learning.