Steven L Thorne
Thanks for visiting. I currently hold faculty appointments in the Department of World Languages and Literatures at Portland State University (USA) and secondarily in the Department of Applied Linguistics at the University of Groningen (the Netherlands). I received an M.A. (in Hindi and Urdu) and Ph.D. (in Language, Literacy, and Culture) from the University of California at Berkeley. My interests and research include cultural-historical and usage-based approaches to language development, language use and learning in social media and online gaming environments, and theoretical investigations of language, communication, and development. I'm currently working on a variety of projects that examine technology-mediated language learning occurring within and outside of formal educational settings, ancestral language maintenance and revitalization among the Yup’ik in Alaska, and exploring the conceptual and social-material consequences of divergent theories of second language development. In a prior incarnation, I taught Hindi and Urdu (at UC Berkeley and in Pakistan). Over the years I've presented talks, plenaries, workshops and seminars on a variety of language-related topics including Internet communication and information technologies, intercultural communication, Vygotskian and cultural-historical activity theory, corpus linguistics, additional language development and pedagogy, and ancestral/indigenous language revitalization.
I also maintain a more regularly updated academic website here:
https://sites.google.com/site/stevenlthorne/
I also maintain a more regularly updated academic website here:
https://sites.google.com/site/stevenlthorne/
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Papers by Steven L Thorne
human activity are complex processes situated in, and in some cases demonstrably interwoven with, specific material and social contexts. This study highlights the context embedded and context producing interactional practices of learning in the wild as participants in small groups notice visible aspects of their immediate environment. The groups are involved in mobile augmented reality (AR) game play and are walking across an urban university campus and adjacent environments. Video-recorded interactions from 15 groups of three participants from four languages (English, German, Hungarian, and Japanese) were observed and transcribed. Sequential, multimodal analysis revealed numerous instances of noticing environmental resources and we show how participants use coordinated gaze, gesture, and language to make relevant particular perceived objects from the built environment for accomplishing the groups’ goal-directed activity as well as for co-constructing socio-environmental infrastructures for learning.
& Sykes, 2011; Thorne, 2013; Thorne et al., 2015), this paper investigates participants’ contextually aware interactional practices as they carry out an AR activity. In response to the question of when and how action is explicitly situated in, or catalyzed by, particular aspects of the physical surround, we report on members’ methods for making unplanned use of resources from the immediate physical context in order to co-construct actions (such as wayfinding and oral reporting) to accomplish the AR game goals.
human activity are complex processes situated in, and in some cases demonstrably interwoven with, specific material and social contexts. This study highlights the context embedded and context producing interactional practices of learning in the wild as participants in small groups notice visible aspects of their immediate environment. The groups are involved in mobile augmented reality (AR) game play and are walking across an urban university campus and adjacent environments. Video-recorded interactions from 15 groups of three participants from four languages (English, German, Hungarian, and Japanese) were observed and transcribed. Sequential, multimodal analysis revealed numerous instances of noticing environmental resources and we show how participants use coordinated gaze, gesture, and language to make relevant particular perceived objects from the built environment for accomplishing the groups’ goal-directed activity as well as for co-constructing socio-environmental infrastructures for learning.
& Sykes, 2011; Thorne, 2013; Thorne et al., 2015), this paper investigates participants’ contextually aware interactional practices as they carry out an AR activity. In response to the question of when and how action is explicitly situated in, or catalyzed by, particular aspects of the physical surround, we report on members’ methods for making unplanned use of resources from the immediate physical context in order to co-construct actions (such as wayfinding and oral reporting) to accomplish the AR game goals.