Electronic Literacies: Language, Culture, and Power in Online Education by Mark WarschauerReview by: Richard G. KernThe Modern Language Journal, Vol. 84, No. 1 (Spring, 2000), pp. 152-153Published by: Wiley on behalf of the National Federation of Modern Language Teachers AssociationsStable URL: http://www.jstor.org/stable/330479 .

Accessed: 28/06/2014 12:29

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact support@jstor.org.

.

Wiley and National Federation of Modern Language Teachers Associations are collaborating with JSTOR todigitize, preserve and extend access to The Modern Language Journal.

http://www.jstor.org

This content downloaded from 193.142.30.98 on Sat, 28 Jun 2014 12:29:30 PMAll use subject to JSTOR Terms and Conditions

152 152 152 152

move back and forth indicates the sometimes cir- cular experience one encounters if not all terms are defined in isolation.

On the one hand, the user will be pleased to find high-frequency terms popularized in recent court cases, such as Y2K compliance, impeach and impeachment, mirandize, phone tapping, three-strikes law, whistle blower, wrongful death, fast track, as well as hate crime and hate mail. This last item is defined as cartas llenas de insultos

y amenazas, which points out the difficulty of pro- viding a translation with the use of a single term and without some definition. On the other hand, the only international commercial organization included is the Pacto Andino. Neither Uni6n

Europea nor Mercosur is listed, and NAFTA is de- noted as an organization only in an index and is not included in the dictionary itself. New com- mercial legal terms are emanating from the origi- nal documents and from court cases involving these organizations, which are vital to inter- national trade between the English- and Spanish- speaking communities. It is important that terms related to these organizations be included in a

supplement to any new edition. West admits that his original intention was to

write a law dictionary that would give translators and lawyers access to Spanish legal terms, but that he soon saw the need to include other related fields such as accounting, banking, contracts, cor-

porate law, economics, intellectual property, la- bor law, political science, procedural law, real

property, securities law, taxation, and torts. This

explains why there are fewer business than legal terms, and why the Spanish-to-English section is more complete than the English-to-Spanish por- tion. He encourages users to send him sugges- tions and additions. The dilemma that special- ized dictionaries encounter as they begin to creep across borders into domains such as business is that the user always wants more, but cost and

space limitations make the selection and screen-

ing process for inclusion difficult. The result is that readers who look up a term in the business area may not always find what they need. A useful addition to a second edition of this volume would be a comprehensive list of business dictionaries available in the United States. Along with the inclusion of legal dictionaries available in the United States, this will direct the translator/inter- preter to additional sources to fill any gaps. This becomes all the more necessary given that West refers to the widely known and highly recognized legal dictionaries of Robb, Butterworth, and Ra- mos/Gleeson in the preface, but does not list them in the bibliography.

move back and forth indicates the sometimes cir- cular experience one encounters if not all terms are defined in isolation.

On the one hand, the user will be pleased to find high-frequency terms popularized in recent court cases, such as Y2K compliance, impeach and impeachment, mirandize, phone tapping, three-strikes law, whistle blower, wrongful death, fast track, as well as hate crime and hate mail. This last item is defined as cartas llenas de insultos

y amenazas, which points out the difficulty of pro- viding a translation with the use of a single term and without some definition. On the other hand, the only international commercial organization included is the Pacto Andino. Neither Uni6n

Europea nor Mercosur is listed, and NAFTA is de- noted as an organization only in an index and is not included in the dictionary itself. New com- mercial legal terms are emanating from the origi- nal documents and from court cases involving these organizations, which are vital to inter- national trade between the English- and Spanish- speaking communities. It is important that terms related to these organizations be included in a

supplement to any new edition. West admits that his original intention was to

write a law dictionary that would give translators and lawyers access to Spanish legal terms, but that he soon saw the need to include other related fields such as accounting, banking, contracts, cor-

porate law, economics, intellectual property, la- bor law, political science, procedural law, real

property, securities law, taxation, and torts. This

explains why there are fewer business than legal terms, and why the Spanish-to-English section is more complete than the English-to-Spanish por- tion. He encourages users to send him sugges- tions and additions. The dilemma that special- ized dictionaries encounter as they begin to creep across borders into domains such as business is that the user always wants more, but cost and

space limitations make the selection and screen-

ing process for inclusion difficult. The result is that readers who look up a term in the business area may not always find what they need. A useful addition to a second edition of this volume would be a comprehensive list of business dictionaries available in the United States. Along with the inclusion of legal dictionaries available in the United States, this will direct the translator/inter- preter to additional sources to fill any gaps. This becomes all the more necessary given that West refers to the widely known and highly recognized legal dictionaries of Robb, Butterworth, and Ra- mos/Gleeson in the preface, but does not list them in the bibliography.

move back and forth indicates the sometimes cir- cular experience one encounters if not all terms are defined in isolation.

On the one hand, the user will be pleased to find high-frequency terms popularized in recent court cases, such as Y2K compliance, impeach and impeachment, mirandize, phone tapping, three-strikes law, whistle blower, wrongful death, fast track, as well as hate crime and hate mail. This last item is defined as cartas llenas de insultos

y amenazas, which points out the difficulty of pro- viding a translation with the use of a single term and without some definition. On the other hand, the only international commercial organization included is the Pacto Andino. Neither Uni6n

Europea nor Mercosur is listed, and NAFTA is de- noted as an organization only in an index and is not included in the dictionary itself. New com- mercial legal terms are emanating from the origi- nal documents and from court cases involving these organizations, which are vital to inter- national trade between the English- and Spanish- speaking communities. It is important that terms related to these organizations be included in a

supplement to any new edition. West admits that his original intention was to

write a law dictionary that would give translators and lawyers access to Spanish legal terms, but that he soon saw the need to include other related fields such as accounting, banking, contracts, cor-

porate law, economics, intellectual property, la- bor law, political science, procedural law, real

property, securities law, taxation, and torts. This

explains why there are fewer business than legal terms, and why the Spanish-to-English section is more complete than the English-to-Spanish por- tion. He encourages users to send him sugges- tions and additions. The dilemma that special- ized dictionaries encounter as they begin to creep across borders into domains such as business is that the user always wants more, but cost and

space limitations make the selection and screen-

ing process for inclusion difficult. The result is that readers who look up a term in the business area may not always find what they need. A useful addition to a second edition of this volume would be a comprehensive list of business dictionaries available in the United States. Along with the inclusion of legal dictionaries available in the United States, this will direct the translator/inter- preter to additional sources to fill any gaps. This becomes all the more necessary given that West refers to the widely known and highly recognized legal dictionaries of Robb, Butterworth, and Ra- mos/Gleeson in the preface, but does not list them in the bibliography.

move back and forth indicates the sometimes cir- cular experience one encounters if not all terms are defined in isolation.

On the one hand, the user will be pleased to find high-frequency terms popularized in recent court cases, such as Y2K compliance, impeach and impeachment, mirandize, phone tapping, three-strikes law, whistle blower, wrongful death, fast track, as well as hate crime and hate mail. This last item is defined as cartas llenas de insultos

y amenazas, which points out the difficulty of pro- viding a translation with the use of a single term and without some definition. On the other hand, the only international commercial organization included is the Pacto Andino. Neither Uni6n

Europea nor Mercosur is listed, and NAFTA is de- noted as an organization only in an index and is not included in the dictionary itself. New com- mercial legal terms are emanating from the origi- nal documents and from court cases involving these organizations, which are vital to inter- national trade between the English- and Spanish- speaking communities. It is important that terms related to these organizations be included in a

supplement to any new edition. West admits that his original intention was to

write a law dictionary that would give translators and lawyers access to Spanish legal terms, but that he soon saw the need to include other related fields such as accounting, banking, contracts, cor-

porate law, economics, intellectual property, la- bor law, political science, procedural law, real

property, securities law, taxation, and torts. This

explains why there are fewer business than legal terms, and why the Spanish-to-English section is more complete than the English-to-Spanish por- tion. He encourages users to send him sugges- tions and additions. The dilemma that special- ized dictionaries encounter as they begin to creep across borders into domains such as business is that the user always wants more, but cost and

space limitations make the selection and screen-

ing process for inclusion difficult. The result is that readers who look up a term in the business area may not always find what they need. A useful addition to a second edition of this volume would be a comprehensive list of business dictionaries available in the United States. Along with the inclusion of legal dictionaries available in the United States, this will direct the translator/inter- preter to additional sources to fill any gaps. This becomes all the more necessary given that West refers to the widely known and highly recognized legal dictionaries of Robb, Butterworth, and Ra- mos/Gleeson in the preface, but does not list them in the bibliography.

The Modern LanguageJournal 84 (2000)

West is an attorney as well as a translator, and his extensive research has produced a dictionary that will be warmly received in the translation community. He has sought assistance from many of the top legal translators in the United States, and the result is an outstanding volume that will be immediately beneficial to professionals operat- ing in the field. Like other specialized dictionar- ies, this volume will need to be supplemented, but the user will have been provided with back-

ground and explanatory information not avail- able elsewhere. The cloth cover and durable

binding should last the user a long time, or at least until a CD-ROM version is available.

T. BRUCE FRYER

University of South Carolina

TECHNOLOGY

The Modern LanguageJournal 84 (2000)

West is an attorney as well as a translator, and his extensive research has produced a dictionary that will be warmly received in the translation community. He has sought assistance from many of the top legal translators in the United States, and the result is an outstanding volume that will be immediately beneficial to professionals operat- ing in the field. Like other specialized dictionar- ies, this volume will need to be supplemented, but the user will have been provided with back-

ground and explanatory information not avail- able elsewhere. The cloth cover and durable

binding should last the user a long time, or at least until a CD-ROM version is available.

T. BRUCE FRYER

University of South Carolina

TECHNOLOGY

The Modern LanguageJournal 84 (2000)

West is an attorney as well as a translator, and his extensive research has produced a dictionary that will be warmly received in the translation community. He has sought assistance from many of the top legal translators in the United States, and the result is an outstanding volume that will be immediately beneficial to professionals operat- ing in the field. Like other specialized dictionar- ies, this volume will need to be supplemented, but the user will have been provided with back-

ground and explanatory information not avail- able elsewhere. The cloth cover and durable

binding should last the user a long time, or at least until a CD-ROM version is available.

T. BRUCE FRYER

University of South Carolina

TECHNOLOGY

The Modern LanguageJournal 84 (2000)

West is an attorney as well as a translator, and his extensive research has produced a dictionary that will be warmly received in the translation community. He has sought assistance from many of the top legal translators in the United States, and the result is an outstanding volume that will be immediately beneficial to professionals operat- ing in the field. Like other specialized dictionar- ies, this volume will need to be supplemented, but the user will have been provided with back-

ground and explanatory information not avail- able elsewhere. The cloth cover and durable

binding should last the user a long time, or at least until a CD-ROM version is available.

T. BRUCE FRYER

University of South Carolina

TECHNOLOGY

WARSCHAUER, MARK. Electronic Literacies: Lan-

guage, Culture, and Power in Online Education. Mahwah, NJ: Erlbaum, 1999. Pp. ix, 220. $45.00, cloth; $22.50, paper.

WARSCHAUER, MARK. Electronic Literacies: Lan-

guage, Culture, and Power in Online Education. Mahwah, NJ: Erlbaum, 1999. Pp. ix, 220. $45.00, cloth; $22.50, paper.

WARSCHAUER, MARK. Electronic Literacies: Lan-

guage, Culture, and Power in Online Education. Mahwah, NJ: Erlbaum, 1999. Pp. ix, 220. $45.00, cloth; $22.50, paper.

WARSCHAUER, MARK. Electronic Literacies: Lan-

guage, Culture, and Power in Online Education. Mahwah, NJ: Erlbaum, 1999. Pp. ix, 220. $45.00, cloth; $22.50, paper.

The language teaching profession has enthusias-

tically embraced computer technology as a means to extend learners' experience to worlds beyond the classroom as well as to reconfigure communi- cation inside the classroom. To date, however, relatively little research has explored the dynam- ics of what really happens in electronically medi- ated learning environments. Nor has much atten- tion been paid to how these dynamics might vary across different social and cultural contexts. War- schauer's Electronic Literacies represents an impor- tant step forward in understanding these issues and is mandatory reading for anyone interested in the application of technology to language learning and teaching.

In a highly readable and lively style, War- schauer explores the relation between computer technology and changing literacy practices in four different language teaching contexts in Ha- waii, focusing on groups at risk of being marginal- ized within a technology-based information soci-

ety (e.g., immigrants, second language learners, and indigenous peoples). The book centers on three central issues, which are introduced in theoretical terms in the first chapter, illustrated with concrete examples in the middle chapters, and reflectively revisited at the end. These are

The language teaching profession has enthusias-

tically embraced computer technology as a means to extend learners' experience to worlds beyond the classroom as well as to reconfigure communi- cation inside the classroom. To date, however, relatively little research has explored the dynam- ics of what really happens in electronically medi- ated learning environments. Nor has much atten- tion been paid to how these dynamics might vary across different social and cultural contexts. War- schauer's Electronic Literacies represents an impor- tant step forward in understanding these issues and is mandatory reading for anyone interested in the application of technology to language learning and teaching.

In a highly readable and lively style, War- schauer explores the relation between computer technology and changing literacy practices in four different language teaching contexts in Ha- waii, focusing on groups at risk of being marginal- ized within a technology-based information soci-

ety (e.g., immigrants, second language learners, and indigenous peoples). The book centers on three central issues, which are introduced in theoretical terms in the first chapter, illustrated with concrete examples in the middle chapters, and reflectively revisited at the end. These are

The language teaching profession has enthusias-

tically embraced computer technology as a means to extend learners' experience to worlds beyond the classroom as well as to reconfigure communi- cation inside the classroom. To date, however, relatively little research has explored the dynam- ics of what really happens in electronically medi- ated learning environments. Nor has much atten- tion been paid to how these dynamics might vary across different social and cultural contexts. War- schauer's Electronic Literacies represents an impor- tant step forward in understanding these issues and is mandatory reading for anyone interested in the application of technology to language learning and teaching.

In a highly readable and lively style, War- schauer explores the relation between computer technology and changing literacy practices in four different language teaching contexts in Ha- waii, focusing on groups at risk of being marginal- ized within a technology-based information soci-

ety (e.g., immigrants, second language learners, and indigenous peoples). The book centers on three central issues, which are introduced in theoretical terms in the first chapter, illustrated with concrete examples in the middle chapters, and reflectively revisited at the end. These are

The language teaching profession has enthusias-

tically embraced computer technology as a means to extend learners' experience to worlds beyond the classroom as well as to reconfigure communi- cation inside the classroom. To date, however, relatively little research has explored the dynam- ics of what really happens in electronically medi- ated learning environments. Nor has much atten- tion been paid to how these dynamics might vary across different social and cultural contexts. War- schauer's Electronic Literacies represents an impor- tant step forward in understanding these issues and is mandatory reading for anyone interested in the application of technology to language learning and teaching.

In a highly readable and lively style, War- schauer explores the relation between computer technology and changing literacy practices in four different language teaching contexts in Ha- waii, focusing on groups at risk of being marginal- ized within a technology-based information soci-

ety (e.g., immigrants, second language learners, and indigenous peoples). The book centers on three central issues, which are introduced in theoretical terms in the first chapter, illustrated with concrete examples in the middle chapters, and reflectively revisited at the end. These are

This content downloaded from 193.142.30.98 on Sat, 28 Jun 2014 12:29:30 PMAll use subject to JSTOR Terms and Conditions

Reviews Reviews

(a) the nature of electronic literacies, (b) educa- tional practices and reform, and (c) the relation of electronic literacies to social power.

Chapter 1 opens with an historical analysis of

literacy in terms of socioeconomic and techno-

logical change. Although it is often assumed that

changes in writing technologies (e.g., the Guten-

berg press, the Internet) are responsible for bring- ing about mass transformations of literacy, War- schauer is careful to show that broader social and economic trends, not technology alone, are at the root of such transformations. This establishes a

unifying theme throughout the book: that it is

people, not computers, that bring about change. After introducing the reader to computer-medi- ated communication and hypertext, Warschauer discusses one of the great ironies of the Internet: that although it represents the most diversified, democratic, and empowering medium of commu- nication, it is also the most socially exclusive due to financial, educational, and linguistic barriers. Schools and colleges are seen as the crucial site where people will, or will not, learn to use elec- tronic media in a critical, reflective fashion. As Warschauer puts it, "the nature of pedagogical practices and school reform will contribute to who becomes the interactingand who becomes the inter- acted in the network society" (p. 21).

Chapters 2 through 5 form the heart of the book, presenting Warschauer's 2-year ethno-

graphic study of four classes: (a) an undergradu- ate ESL writing class at a small Christian college, (b) a graduate ESL writing class at a large re- search university, (c) a Hawaiian as a heritage language class, and (d) an English writing class at a community college, with immigrant, interna- tional, and ethnically diverse American students. Warschauer's examples from these classrooms are fascinating, and his discussion is remarkable for the smooth interface of theory and practice. The four studies are recontextualized within a

multidisciplinary theoretical framework that elaborates themes such as: new ways of writing, culturally appropriate language education, social

identity and investment, language revitalization, social construction of knowledge, decentered or-

ganization, connections to communities, and cul- tural appropriation. Warschauer's studies are also

(a) the nature of electronic literacies, (b) educa- tional practices and reform, and (c) the relation of electronic literacies to social power.

Chapter 1 opens with an historical analysis of

literacy in terms of socioeconomic and techno-

logical change. Although it is often assumed that

changes in writing technologies (e.g., the Guten-

berg press, the Internet) are responsible for bring- ing about mass transformations of literacy, War- schauer is careful to show that broader social and economic trends, not technology alone, are at the root of such transformations. This establishes a

unifying theme throughout the book: that it is

people, not computers, that bring about change. After introducing the reader to computer-medi- ated communication and hypertext, Warschauer discusses one of the great ironies of the Internet: that although it represents the most diversified, democratic, and empowering medium of commu- nication, it is also the most socially exclusive due to financial, educational, and linguistic barriers. Schools and colleges are seen as the crucial site where people will, or will not, learn to use elec- tronic media in a critical, reflective fashion. As Warschauer puts it, "the nature of pedagogical practices and school reform will contribute to who becomes the interactingand who becomes the inter- acted in the network society" (p. 21).

Chapters 2 through 5 form the heart of the book, presenting Warschauer's 2-year ethno-

graphic study of four classes: (a) an undergradu- ate ESL writing class at a small Christian college, (b) a graduate ESL writing class at a large re- search university, (c) a Hawaiian as a heritage language class, and (d) an English writing class at a community college, with immigrant, interna- tional, and ethnically diverse American students. Warschauer's examples from these classrooms are fascinating, and his discussion is remarkable for the smooth interface of theory and practice. The four studies are recontextualized within a

multidisciplinary theoretical framework that elaborates themes such as: new ways of writing, culturally appropriate language education, social

identity and investment, language revitalization, social construction of knowledge, decentered or-

ganization, connections to communities, and cul- tural appropriation. Warschauer's studies are also

remarkable for their emphasis on context in the

analysis of teaching practices and student learn-

ing: not only the immediate classroom context, but also the larger sociocultural and historical contexts that influence technology use, educa- tional policy and practice, and conceptions and

practices of literacy. This is one of very few books in the computer-assisted language learning litera- ture to take such a broad perspective.

Chapters 6 and 7 offer conclusions and an epi- logue, in which Warschauer presents a follow-up portrait of each of the four teachers he worked with, exploring the relationships of teachers and students, goals and evaluation in multimedia net- worked classrooms. Throughout all four of the studies, the teachers are key in determining the extent of students' learning and, in fact, this book is appropriately more about teaching than it is about computers per se.

Warschauer's book gives rise to a number of

important theoretical and pedagogical questions for the profession to grapple with. First, are "elec- tronic literacies" really distinct from plain old "literacies"? Warschauer at times argues that they are distinct, but at other times admits that there is overlap. If there are many kinds of literacy practices, all of which are embedded in sociocul- tural and historical contexts, are we really talking about fundamental differences in the nature of

literacy? That is, should we posit a dualism be- tween electronic literacy and print literacy? Or should we posit a broad range of literacy abilities and practices that manifest themselves differently in print and electronic contexts?

On a pedagogical level, if there is overlap in lit- eracies, how might activities involving electronic

literacy be applied to nonelectronic literacy in terms of, say, developing rhetorical strategies? Conversely, what non-electronically-mediated ac- tivities might contribute meaningfully to literacy in electronic domains?

Electronic Literacies offers good food for

thought. My advice? Read the book and jump into the conversation.

RICHARD G. KERN

University of California, Berkeley

remarkable for their emphasis on context in the

analysis of teaching practices and student learn-

ing: not only the immediate classroom context, but also the larger sociocultural and historical contexts that influence technology use, educa- tional policy and practice, and conceptions and

practices of literacy. This is one of very few books in the computer-assisted language learning litera- ture to take such a broad perspective.

Chapters 6 and 7 offer conclusions and an epi- logue, in which Warschauer presents a follow-up portrait of each of the four teachers he worked with, exploring the relationships of teachers and students, goals and evaluation in multimedia net- worked classrooms. Throughout all four of the studies, the teachers are key in determining the extent of students' learning and, in fact, this book is appropriately more about teaching than it is about computers per se.

Warschauer's book gives rise to a number of

important theoretical and pedagogical questions for the profession to grapple with. First, are "elec- tronic literacies" really distinct from plain old "literacies"? Warschauer at times argues that they are distinct, but at other times admits that there is overlap. If there are many kinds of literacy practices, all of which are embedded in sociocul- tural and historical contexts, are we really talking about fundamental differences in the nature of

literacy? That is, should we posit a dualism be- tween electronic literacy and print literacy? Or should we posit a broad range of literacy abilities and practices that manifest themselves differently in print and electronic contexts?

On a pedagogical level, if there is overlap in lit- eracies, how might activities involving electronic

literacy be applied to nonelectronic literacy in terms of, say, developing rhetorical strategies? Conversely, what non-electronically-mediated ac- tivities might contribute meaningfully to literacy in electronic domains?

Electronic Literacies offers good food for

thought. My advice? Read the book and jump into the conversation.

RICHARD G. KERN

University of California, Berkeley

The position of NFMLTA Treasurer is open until filled. See: http://polyglot.lss.wisc.edu/mlj The position of NFMLTA Treasurer is open until filled. See: http://polyglot.lss.wisc.edu/mlj

Applications for Treasurer of NFMLTA Applications for Treasurer of NFMLTA

153 153

This content downloaded from 193.142.30.98 on Sat, 28 Jun 2014 12:29:30 PMAll use subject to JSTOR Terms and Conditions