报告时间：2026-06-26 14:00:00
报告地点：外语楼326
专家姓名：朗.达尔文
专家简介：Ron Darvin，英属哥伦比亚大学（The University of British Columbia）教授，博士生导师。研究专长为语言学习中的身份认同、投资及数字素养。他长期关注二语学习者、移民与离散社群所面临的权力与不平等问题，致力于推进去殖民化的语言教育实践。 学术贡献方面，他与 Bonny Norton 合作提出的投资模型已成为语言学习研究中身份认同议题的核心理论框架，被广泛应用于相关研究。根据爱思唯尔数据库发布的全球科学家引用排名，他连续入选 2023 年及 2024 年全球被引用率 Top 2% 科学家名单。其关于digital literacies and identities的博士论文荣获美国应用语言学协会(AAAL)最佳学位论文奖。关于online genres and the genre continuum的论文荣获《English for Specific Purposes》期刊首届最佳论文奖。此外，在Language Teaching, Computer Assisted Language Learning, TESOL Quarterly等期刊发表过相关研究。 Darvin教授现为System, Language Teaching Research, Language Awareness 期刊客座主编。当前，他担任 UBC 语言科学中心"重塑公共话语"项目研究负责人，并主持由 Hampton Grant 与 Inception Grant 资助的研究项目（2024至今），探究生成式人工智能工具对加拿大多语青少年数字素养的影响。
报告内容：Investing in critical digital literacies: Online language learning, multilingual contexts, and generative AI As generative AI (GenAI) tools such as ChatGPT become increasingly integrated into educational contexts, there is a pressing need to understand how they are reshaping the conditions of language learning, literacy, and participation. Drawing on Darvin and Norton’s (2015) model of investment and a sociomaterial lens (Fenwick, 2015), this Invited Lecture examines how multilingual learners move across online and offline spaces, perform multiple identities, negotiate their capital, and navigate diverse ideologies. Extending the model to online language learning and GenAI, the lecture demonstrates how digital practices are mediated not only by teachers, peers, and institutions, but also by platform designs, sociotechnical structures, and algorithms. These systems do not merely assist learners; they actively shape the production of knowledge and discourse by privileging particular logics, genres, norms, and language varieties. To invest meaningfully in agentive digital practices, learners must not only recognize how GenAI steers cognition, language, and participation, but also resist the full delegation of meaning-making to automated systems. By foregrounding identity, capital, and ideology, this lecture proposes critical digital literacies as essential to language teaching and learning in the era of GenAI. Such literacies enable learners to interrogate AI-generated texts, recognize the ideologies embedded in platforms and data, and assemble their material, linguistic, and semiotic resources in ways that support their own intentions. Investing in critical digital literacies thus means cultivating the capacity to engage with GenAI reflexively, critically, and agentively, while working toward more equitable and inclusive forms of online language learning in multilingual contexts.
