New CALL-SLA Research Interfaces for the 21st Century - Toward Equitable Multilingualism

Oct 15, 2026

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The article argues that multilingualism exists worldwide but is experienced inequitably, and that technology is also distributed unequally. It proposes that CALL (computer-assisted language learning) and SLA (second language acquisition) researchers should integrate multilingualism and social justice when designing future CALL-SLA interfaces. The work connects multilingualism, digital literacy, and social justice; reviews evidence on digital communication’s role in multilingual practices and ideologies; suggests research questions grounded in open language resources; and addresses the digital divide with a practical researcher checklist.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages32

Reading Time1 h 21 min

AccessFree to download

Abstract

Multilingualism, Digital Literacies, and Social Justice: Understanding the Relationship

Digital Divide and Research Interfaces

Research Questions and CALL-SLA Studies

Checklist for Equitable Multilingualism

calico journal (online) issn 2056–9017 Article New CALL-SLA Research Interfaces for the 21st Century: Towards Equitable Multilingualism Lourdes Ortega Abstract The majority of the world is multilingual, but inequitably multilingual, and much of the world is also technologized, but inequitably so. Thus, researchers in the fields of computer-assisted language learning (CALL) and second language acquisition (SLA) would profit from considering multilingualism and social justice when envisioning new CALL-SLA interfaces for the future. I first explain the connection I see among multilingualism, digital literacy, and social justice, and I characterize contemporary SLA as transformed by a social turn that is now complete, a bilingual turn slowly underway, and a social justice turn emerging on the horizon. I then review empirical evidence that suggests digital communication encourages multilingual practices, helps users appreciate the open nature of language resources, and perhaps even supports positive multilingual ideologies. Next I offer some illustrations of possible new research questions and CALL-SLA studies that would focus on embracing and exploiting the openness of language resources in language learning, and on doing multilingual learning. Finally, I examine what we know about the digital divide that is relevant to CALL-SLA researchers. I close with a checklist for researchers interested in contributing to these new research interfaces in support of equitable multilingualism in online and offline language learning and teaching. Keywords: CALL, SLA, multilingualism, social justice Introduction The two fields of computer-assisted language learning (CALL) and second language acquisition (SLA) have a long tradition of interrogating each other Affiliation Department of Linguistics, Georgetown University, Washington, DC. email: [Lourdes.Ortega@georgetown.edu](Lourdes.Ortega@georgetown.edu) calico journal vol 34.3 2017 285–316 [https://doi.org/10.1558/cj.33855](https://doi.org/10.1558/cj.33855) ©2017, equinox publishing 286 New CALL-SLA Research Interfaces for the 21st Century about best ways to engage in fruitful dialogue (Caws & Hamel, 2016; Chapelle, 1997, 2007, 2016; Chun, 2016; Harrington & Levy, 2001; Hubbard, 2008; Hubbard & Levy, 2016; Levy, 1997, 2000; Levy & Stockwell, 2006; Salaberry, 1999; Thorne & Smith, 2011) . These discussions have often entailed support for the idea that CALL scholars should find firmer theoretical grounding for their research, and that this may be best achieved by looking into SLA theories. Other voices, however, have objected that excessive theoretical borrowing can hinder the development of native CALL theories. In the end, these publications evince a felt tension between disciplinary autonomy versus interdisciplinary crosspollination. I would like to continue the tradition of CALL and SLA interrogating each other. But I will call for a broadening of the search for fruitful interfaces between the two fields. In particular, I will try to make the case for the benefits of articulating new and expanded CALL–SLA interfaces by bringing two considerations to the fore of language learning and digital learning: multilingualism and social justice. My argument is built on two premises. One is the contention that the landscape of SLA has greatly changed since the turn of the century, and that this has consequences for the kinds of interfaces with CALL that we may want to prioritize in the future. The second premise is in agreement with Schulze and Smith (2015) that the cornerstones of a scientific paradigm for any discipline are “ontology (what is it we want to know and observe, how can it be categorized?), epistemology (what can we know of it, how can this knowledge be developed?), and methodology (how can we find out about it?)”(p. ii) . But I would also like to add a fourth cornerstone: ethics or axiology, that is, questions surrounding what and who our research is good f

FAQs

What core idea drives the paper’s proposed CALL-SLA interfaces?

The paper contends that future CALL-SLA interface design should explicitly consider multilingualism and social justice, because both multilingual and digital experiences are inequitable. It links these concerns to the next generation of research directions for CALL and SLA.

How does the article connect multilingualism, digital literacy, and social justice?

It explains how ethical-axiological concerns make the connection visible and articulable. The argument ties unequal linguistic experiences in society to unequal digital participation and learning opportunities.

What evidence does the paper highlight regarding digital communication and multilingual learning?

The paper reviews empirical evidence suggesting that digital communication can encourage multilingual practices, help users value the openness of language resources, and may support positive multilingual ideologies.

Oct 15, 2026

Uploaded by Fans