Expanding the Margin for Tolerance of Linguistic Deviation: Developing Sociolinguistic Awareness through Digital Tools in a Spanish University

Abstract

Over nine academic years (2016–2025), the elective module Geographical Varieties of the English Language at the University of Zaragoza (Spain) implemented an educational intervention combining ethnographic action research with digital pedagogy. Grounded in Global Englishes pedagogy (Galloway & Rose, 2015), this study examines whether digitally scaffolded individual and collective reflection can reshape higher education students' attitudes toward linguistic diversity and shift their evaluations of non-standard geographical varieties beyond deficit views. Methodologically, the study draws on ethnographic action research (Tacchi, Slater, & Hearn, 2003), combining ethnographic observation—via field notes and student reflections—with cyclical action research experimentation. Digital tools such as Moodle, Socrative, Google Workspace, and AnswerGarden were integrated to foster participation, self-regulation, and collaborative learning. Additionally, the EXPERTIA programme connected students with alumni to provide professional insights into English as a lingua franca in global trade. Findings indicate a significant attitudinal shift: students moved from perceiving non-standard varieties as deviations to appreciating them as legitimate, culturally embedded forms of English. Digital tools supported this transition by making reflection visible, immediate, and collaborative. Despite context-specific limitations, this model offers a transferable framework for higher education settings aiming to integrate sociolinguistic awareness with professional readiness.