Fan Practices and Language Learning
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This document discusses various fan practices and how they can support language learning. It provides examples of studies that have found benefits of activities like anime consumption, fan site design, fanfiction writing, and translation practices in developing language skills for learners. The document suggests adapting these kinds of fan-based activities for the classroom, such as having students collaboratively write fanfiction set in the world of The Hobbit or Sherlock Holmes. Challenges include engaging students who are not fans of the source material and adapting practices originally done informally online to a classroom context.
![“this writing activity has
influenced my language
skills…. During this project I
have been able to expand
my repertoar [sic] of
English words which are
not so commonly used in
everyday English anymore.”
(Student 14, Cohort 2013)](https://image.slidesharecdn.com/fanpractices-170328183525/85/Fan-Practices-and-Language-Learning-20-320.jpg)
![“[a]fter a short
while, the writing
became very fluent
and I did not have to
think too hard
before writing”
(Student 40, Cohort 2013)](https://image.slidesharecdn.com/fanpractices-170328183525/85/Fan-Practices-and-Language-Learning-21-320.jpg)
Fan Practices and Language Learning
- 1. FAN PRACTICES AND LANGUAGE LEARNING Shannon Sauro Malmö University @shansauro | ssauro.info| shannon.sauro@mah.se
- 2. 1. Do you know how your pupils use languages other than Swedish for fun (outside of school)? 2. What are your pupils fans of? What are you a fan of? 3. Have you ever read or written fanfiction?
- 3. “…’fan’ is actually a much wider social category, referring to a mode of participation with a long history in a variety of cultural activities, including literature, sports, theater, film, and television.” (Cavicchi, 1998 p. 3)
- 4. “A fan is a person with a relatively deep positive emotional conviction about someone or something famous...” (Duffet, 2013, p. 18)
- 5. Online Fandom “the local and international networks of fans that develop around a particular program, text or other media product” (Sauro, 2014, p. 239)
- 6. Extramural English “…English-related activities that learners come in contact with or are engaged in outside the walls of the English classroom, generally on a voluntary basis.” (Sundqvist & Sylvén, 2014, p. 4)
- 7. CALL (computer assisted language learning) in the Digital Wilds “informal language learning that takes places in digital spaces, communities, and networks that are independent of formal instructional contexts” (Sauro & Zourou, 2017, p. 186)
- 8. A Few Fan Practices • Anime and manga consumption • Fan site web design • Debating and modding • Amateur translation • Fanfiction
- 9. Anime and Manga Consumption Anime consumption inspired and enhanced Japanese learning which inspired further enagement with Japanese anime (Fukunaga, 2006).
- 10. Website Design One learner developed a new textual identity through regular correspondence in English around the design of a fan website. (Lam, 2000).
- 11. Debating and Moderating Advanced leadership and literacy skill development by a 13-year-old engaged in debate and moderating discussions in an online discussion boards and fan sites. (Curwood, 2013).
- 12. Fansubbing & Scanlation The development and use of intercultural and language skills of 26-year-old Spanish manga fan who engaged in amateur translations (scanlation) of Japanese manga into Spanish (Valero-Porras & Cassany, 2015).
- 13. Fanfiction "writing that continues, interrupts, reimagines, or just riffs on stories and characters other people have already written about." (Jamison, 2013 p. 17)
- 14. Fanfiction and Language Learning • Case studies of teen learners’ use of fanfiction in anime fandoms to transition from novice writer in English to successful writer (Black, 2006) • Bilingual fanfiction writing practices of young Finnish fans of American television shows to index multilingualism and global citizenship (Lepännen, et al, 2009)
- 15. 1. Can you imagine adapting any of the fan practices mentioned here or in the readings for your own pupils? 2. If so, which ones? 3. What challenges might you face trying to domesticate these activities for your classroom?
- 16. The Blogging Hobbit A Study in Sherlock
- 17. The Blogging Hobbit Blog-Based Collaborative Role-play
- 18. Inspiration for task and technology and model from the Harry Potter role play fanfic community, Darkness Rising, on LiveJournal. • Communal Blog • Individual players/writers participated using blogs made for their character • Stories begin with a prompt or background in a post. • The story evolves in nested comments (Sauro, 2014)
- 19. A collaborative story of a missing moment from Tolkien’s The Hobbit: Task 1: Story outline and map Task 2: Collaborative roleplay fanfiction - each group member to write from the perspective of one character from The Hobbit Task 3: Reflective paper Detailed instructions available as a PDF here.
- 20. “this writing activity has influenced my language skills…. During this project I have been able to expand my repertoar [sic] of English words which are not so commonly used in everyday English anymore.” (Student 14, Cohort 2013)
- 21. “[a]fter a short while, the writing became very fluent and I did not have to think too hard before writing” (Student 40, Cohort 2013)
- 22. It is lying still, yet it spins around It tries to move but its body is bound All because of the precious it stole Fool us again and they eats it whole. (from The Mirkwood Mysteries)
- 23. “…I would choose another book. I felt it unfair to work with The Hobbit on such a project since a big part was to connect with a character from the book and write from that perspective. To choose a book with absolutely no women at all made me not wanting to take neither Tolkien nor this assignment to heart.” (Nonfan, Cohort 2014)
- 24. “…fanfics that get really popular, they kind of answer to some kind of fantasy that people have about the characters. Or something they really want to explore or they create an alternate universe … We didn’t have anything like that, really. I mean, I think ours was very, kind of, very much like the book it a way, so maybe it wasn’t as exciting as some other fanfiction because it wasn’t innovating in that way…” B, Dream Team Interview (Sauro & Sundmark, 2016)
- 25. A Study in Sherlock CollaborativeCasefic
- 26. Casefic Collaborative mystery writing 1. Retell a Sherlock Holmes mystery or tell an original mystery but in an alternate universe. 2. Tell an original Sherlock Holmes mystery in the original context (Victorian London) OR an alternate universe. Instructions available in PDF here
- 29. Example Fanfic Readings The Beleaguered Red-Head by moonblossom - Retelling of The Red- Headed League in the BBC Sherlock Universe The Adventure of the Bridegroom’s Photograph by spacemutineer Original casefic based on a real life mystery – ACD Holmes The Vast Profundity Obscure by mistyzeo - Original casefic - ACD Holmes/His Dark Materials fusion
- 30. In Class Fanfiction Workshops
- 31. A slice of moldy pizza
- 33. “…my interest in Doyle and the Sherlock Holmes world is still at an intermediate level…. On the other hand, my knowledge of the Scooby Doo universe is far greater and I could enter that verse much easier than the universe of Sherlock Holmes. As a child I loved the characters of the Mystery Gang and therefore I really enjoyed this task.” (Student 18, Cohort 2015)
- 34. “Good afternoon, sir. This is Bragevägen 21B, the home of Sherlock Holmes? Is he available?” asked one of the officers who introduced himself as chief officer Gregsson. The von Sydow Murders
- 35. “…instead of saying “he said”, we and Doyle instead used “said he”. Second, we and Doyle often, from Watson’s perspective, referred to Sherlock Holmes as “my colleague”, and from Sherlock’s perspective referring to Watson as “my friend”. Doyle’s Sherlock Holmes often said “pray” instead of “please”, and “I fancy” instead of “I believe”, which we also used in our fanfiction. “ (Student 16, Cohort 2015)
- 36. “First off, I am highly Americanized in my English use, and I blame Hollywood. It has been a welcomed challenge to write in British. My biggest inspiration has once again been the BBC show.…I truly enjoyed using the word ‘foggiest’ in a text, and it is now a part of my vocabulary. My American is being invaded, ‘the British are coming!’” (Student 54)
- 37. CASEFIC 2016 CURIOUS? THIS YEAR’S STORIES AVAILABLE HERE.
- 38. References Black, R.W. (2006). Language, culture, and identity in online fanfiction. E-learning, 3, 180–184. Cavicchi, D. (1998). Tramps like us: Music and meaning among Springsteen fans. Oxford: Oxford University Press. Curwood, J.S. (2013). Fan fiction, remix culture, and The Potter Games. In V.E. Frankel (Ed.), Teaching with Harry Potter (pp. 81-92). Jefferson, NC: McFarland. Duffett, M. (2013). Understanding fandom: An introduction to the study of media fan culture. New York/London: Bloomsbury. Fukunaga, N. (2006). “Those anime students”: Foreign language literacy development through Japanese popular culture. Journal of Adolescent & Adult Literacy, 50(3), 206-222. Jamison, A. (2013). ‘Why Fic?’ in A. Jamison (ed.). Fic: Why fanfiction is taking over the world. Dallas, TX: Smart Pop Books. Lam, W. S. E. (2000). Literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34, 457-484. Lepännen, S., Pitkänen-Huhta, A., Piirainen-Marsch, A., Nikula, T., & Peuronen, S. (2009). Young people’s translocal new media uses: A multiperspective analysis of language choice and hetero-glossia. Journal of Computer-Mediated Communication, 14, 1080–1107. Sauro, S. (2014). Lessons from the fandom: Task models for technology-enhanced language learning. In M. González-Lloret & L. Ortega (Eds). Technology-mediated TBLT: Researching technology and tasks, (pp. 239-262). Amsterdam/Philadelphia: John Benjamins. Sauro, S., & Sundmark, B. (2016,) Report from Middle Earth: Fanfiction tasks in the EFL classroom. ELT Journal, 70(4), 414- 423 . doi: 10.1093/elt/ccv075 Sauro, S., & Zourou, K. (2017). CALL for papers for CALL in the Digital Wilds special issue. Language Learning & Technology, 21(1), 186. Sundqvist, P., & Sylvén, L.K., (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26(1), 3-20.