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It argues for a dialogic pedagogical approach grounded in serendipity and contingent scaffolding, drawing on Critical Computer-Assisted Language Learning as an inspiration. The text surveys Computer-Assisted Language Learning’s shift toward critical perspectives, examines what “social” means when attached to “media,” and analyzes how dominant social-media practices may fail to develop justice-oriented, democratic language learners. A key challenge is users’ growing capacity to filter what they see and hear.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-language-promoting-social-justice-a-dialogic-approach-to-using-social-media/595762/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-language-promoting-social-justice-a-dialogic-approach-to-using-social-media/595762.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article connect social media to language teaching?","Question",{"text":112,"@type":113},"It frames social media as a resource for teaching language from a social-justice perspective, using it to support dialogic pedagogy rather than relying on dominant instructional uses alone.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does a dialogic approach play in the proposed pedagogy?",{"text":117,"@type":113},"The article proposes dialogic pedagogy based on serendipity and contingent scaffolding, encouraging interaction and meaningful classroom conversation aligned with social justice aims.",{"name":119,"@type":110,"acceptedAnswer":120},"What barrier to justice-oriented learning does the article identify?",{"text":121,"@type":113},"It highlights media users’ increasing ability to filter what they want to see and hear, which can limit exposure and dialogue needed for democratic, justice-oriented learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595762,1792230523,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico journal (online) issn 2056–9017  \nArticle  \nTeaching Language, Promoting Social Justice: A Dialogic Approach to Using Social Media  \nSardar M. Anwaruddin  \nAbstract  \nThe article is concerned with teaching language by utilizing social media from a social justice perspective. It makes an argument for taking a dialogic approach to pedagogy based on serendipity and contingent scaffolding. The article is inspired by a small but growing body of literature known as Critical Computer-Assisted Language Learning. First, I provide a brief introduction to Computer-Assisted Language Learning, and its recent turn toward a critical approach. Then, I discuss social media, and what“social” means when it precedes the word “media.” Next, I describe how social media are being used in language education, and why the dominant methods of use may not prepare language learners as justice-oriented democratic citizens. A key barrier I identify in this regard is media users’ increasing ability to filter what they want to see and hear. To re-think the pedagogical uses of social media, I draw from Mikhail Bakhtin’s works and propose a dialogic approach, which may be helpful for language teachers and teacher educators.  \nKeywords: social media; social justice; democracy; critical CALL; dialogue; serendipity  \nThe field of Computer Assisted Language Learning (CALL) has grown exponentially over the last five decades. Although the initial focus was on the computer, the field has gradually embraced various types of digital technology and their potential contributions to the teaching and learning of languages. Technology developers, researchers, educational administrators, and classroom teachers have expressed a strong interest in the affordances of digital tools.  \nAffiliation  \nYork University, Toronto, Canada.  \nemail: [sardar15@yorku.ca](sardar15@yorku.ca)  \ncalico journal vol 36.1 2019 1–18 [https://doi.org/10.1558/cj.35208](https://doi.org/10.1558/cj.35208)  \n©2019, equinox publishing   \n2 Teaching Language, Promoting Social Justice  \nAs a result, the field currently has a vast literature base—comprising empirical research and speculative proposals. Proponents of technology use have convinced many national governments and international organizations to invest large amounts of resources into the education sector and integrate digital technologies into the curriculum. Studies have shown that students generally have positive attitudes toward new technologies; however,“the evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive”(Macaro, Handley, & Walter, 2012, p. 1) .  \nWith much enthusiasm for new technological artifacts, what often bypasses scholarly and popular discussions are questions such as who benefits from introducing new technology, how technology interacts with particular socialcultural-economic contexts, how teachers and students interpret new technologies, and how technology really “assists” language learning. One strand of work that tackles these kinds of question is Critical CALL. It is a relatively recent development within the field. Perhaps it is safe to attribute the beginning of this strand to the 22nd EuroCALL Conference held in 2015 at the University of Padova in Italy. The Critical CALL Conference drew inspiration from the body of work known as Critical Applied Linguistics (Pennycook, 2001) . In particular, the conference focused on the need to “question the assumptions that lie at the basis of our praxis, ideas that have become ‘naturalized’and are not called into question”(Helm, Bradley, Guarda, & Thouësny, 2015, p. xiii) . The conference was also concerned about “the relationship between the macro and the micro, an engagement with issues of power and inequality and an understanding of how our classrooms and conversations are related to broader social, cultural and political relations” (Helm et al., 2015, p. xiii) . Thus, a critical approach to CALL challenges us to explore the","cbCaifbB6f1cMW6a","https://ap.wps.com/l/cbCaifbB6f1cMW6a","pdf",369659,18,"English","# Abstract\n# Introduction to language teaching and critical CALL\n## Computer-Assisted Language Learning and its critical turn\n## Critical CALL as an emerging approach\n# Social media in language education\n## What “social” means in “social media”\n# Dialogic approach for social-justice oriented pedagogy","[{\"question\":\"How does the article connect social media to language teaching?\",\"answer\":\"It frames social media as a resource for teaching language from a social-justice perspective, using it to support dialogic pedagogy rather than relying on dominant instructional uses alone.\"},{\"question\":\"What role does a dialogic approach play in the proposed pedagogy?\",\"answer\":\"The article proposes dialogic pedagogy based on serendipity and contingent scaffolding, encouraging interaction and meaningful classroom conversation aligned with social justice aims.\"},{\"question\":\"What barrier to justice-oriented learning does the article identify?\",\"answer\":\"It highlights media users’ increasing ability to filter what they want to see and hear, which can limit exposure and dialogue needed for democratic, justice-oriented learning.\"}]","Teaching Language, Promoting Social Justice: A Dialogic Approach to Using Social Media | PDF",1792081817,45]