Description : Providing an overview of how online technology is being used for foreign language learning, this title assesses three different models of telecollaboration and covers theoretical approaches to online intercultural exchange as well as practical aspects.
Description : With the increasing focus on international education and study abroad programmes, Online Intercultural Education and Study Abroad meets the need for a text that addresses ways in which technology may be harnessed to enhance student experience. Combining case studies with theoretical insights, this book critically investigates the effectiveness of a fully online study abroad intervention that was designed to optimise intercultural learning in an international context. Intercultural education researchers and practitioners are provided with theory-based practical ideas such as eLearning strategies and online mentoring tips to help students maximise their intercultural education journey, intercultural competence development, and social engagement while abroad. Both practical and research-focused, this volume considers a wide range of topics, including: Contemporary notions of experiential learning Guided critical reflection through e-mentoring A social contructivist orientation towards eLearning pedgagogy Tools to help understand and measure learner development abroad Online Intercultural Education and Study Abroad is suitable for both novice and experienced study abroad practitioners, researchers, and administrators. Satisfying the growing interest in using eLearning within study abroad programmes, this book will be a necessary point of reference for any institution that aims to enhance international educational experience, especially through the use of technology.
Description : A comprehensive introduction to the multidisciplinary field of intercultural communication, drawing on the expertise of leading scholars from diverse backgrounds.
Description : Intercultural Language Activities offers practical teaching ideas which encourage learners to reflect on their own language and culture, as well as that of others. Topics covered in the fourteen chapters include childhood, food, sport, icons, politics and body language. The book also helps learners mediate in situations of cultural misunderstanding and start web-based intercultural exchanges. It examines interview techniques, how people present themselves, and ways to interpret cultural symbols and characteristics, such as those found in postcards, advertisements and online newspapers. In engaging with these topics, learners become intercultural explorers and raise their level of communicative competence. This is an invaluable resource for any teacher who wishes to combine language learning with cultural exploration. In addition, the accompanying CD-ROM provides print-friendly photocopiable worksheets and reading texts which can be put to immediate use.
Description : Journal of Virtual Exchange is an online, open-access, peer-reviewed journal aimed at practitioners and researchers in the field known variously as telecollaboration, virtual exchange, or online intercultural exchange. It is the official journal of UniCollaboration, the international academic organisation dedicated to supporting and promoting telecollaboration and virtual exchange in higher education.
Description : The figure of the medieval “wandering scholar” (Pietsch) has never been as true as today: Academic Mobility and Migration have now become a reality for most people involved in higher education. We also know for sure that they are actively contributing to the postmodern transformation of the “social as society” into the “social as mobility” (Urry). Written by leading and emerging scholars, this volume explores the impact of Academic Mobility and Migration on institutions, people and their social environment. It also considers up-to-date aspects which remain relatively underexplored: Academic migration (vs. mobility), virtual academic mobility, North-South mobility, language policies at a “glocal” level, and questions of identity. The authors examine the personal, social, professional and educational consequences of Academic Mobility and Migration from a variety of disciplinal orientations including sociology, language education, linguistics and education. Some of the chapters also seek to propose alternative ways of analysing these phenomena. This unique book is an invaluable resource for anybody with an interest in educational mobility in the 21st century: researchers, teachers, policy-makers, politicians, administrators, but also college and university students.
Description : Brave New Digital Classroom examines the most effective ways to utilize technology in language learning. The author deftly interweaves the latest results of pedagogical research with descriptions of the most successful computer-assisted language learning (CALL) projects to show how to implement technology in the foreign language curriculum to assist the second language acquisition process. This fully updated second edition includes new chapters on the latest electronic resources, including gaming and social media, and discusses the realities and potential of distance learning for second language acquisition. The author examines the web, CALL applications, and computer-mediated communication (CMC), and suggests how the new technologically assisted curriculum will work for the foreign-language curriculum. Rather than advocating new technologies as a replacement for activities that can be done equally well with traditional processes, the author envisions a radical change as teachers rethink their strategies and develop their competence in the effective use of technology in language teaching and learning. Directed at all language teachers, from the elementary school to postsecondary levels, the book is ideal for graduate-level courses on second language pedagogy. It also serves as an invaluable reference for experienced researchers, CALL developers, department chairs, and administrators.
Description : Telecollaboration, or online intercultural exchange, has become widely recognised as an effective way to promote the development of intercultural communicative competence and language skills. However, the study and implementation of new 2.0 environments such as wikis, Skype, virtual worlds and gaming for telecollaboration is still in its infancy. How can these multilingual, multimodal, collaborative environments be used to promote language and intercultural learning? What are the implications for teachers and learners and what new literacies are required? Do they offer an added-value? This book seeks to answer these questions and many more by bringing together the experience and expertise of researchers and practitioners alike. The authors offer critical stances, new frameworks and practical case studies to help the reader 'navigate' the world of Telecollaboration 2.0.
Description : This study examines an asynchronous online intercultural exchange between Hindi language learners (the HLLs) in the United States and English language learners (the ELLs) in India. Drawing on Cultural-Historical Activity Theory (CHAT), the study conceptualizes this online exchange as a dynamic system and adopts a critical sociocultural approach to understand what constitutes the system and how it operates. The study also examines the different contradictions and outcomes that emerge within the system. Finally, the study looks closely at three the HLLs’ experiences to understand how their discursive cultural identities shape their online interactions with the ELLs and their overall engagement with the discussion project. The study involved six-weeks of online discussions between seventeen the HLLs from an intermediate-level Hindi language class at a large American university and eleven the ELLs from a Sanskrit Studies Institute in India. The bilingual discussion forums were structured around thematic analysis of a mainstream Hindi (Bollywood) film called English-Vinglish, where participants discussed issues related to film studies, gender-roles, and language ideology. Sources of data included the HLLs’ languacultural autobiographies, post-collaboration reflections, interviews, transcripts from the online discussions, researcher’s reflective journal, and transcripts from online and telephone communication with the ELLs and the teacher-collaborator in India. Qualitative analytical approaches like constant-comparison and triangulation inform the process of data analysis. In addition, theories and tools from Interactional Sociolinguistics (IS) and Critical Discourse Analysis (CDA) provide an overarching critical lens to understand the complexities of the different processes and interactions operating within the system under study. Findings highlight the deeply contextual and layered nature of the online activity system, where each component of the system—subject, mediational tools, rules, community, division of labor, and object—plays an important role in how language, culture, and identity are perceived and constructed by the participants. Furthermore, analysis shows that technological, affective, and academic contradictions alter the dynamics of the system and limit participants’ opportunities for learning. Finally, case study analysis of the three the HLLs reveal that their cultural identities are situated in diverse historical, political, and socioeconomic experiences, which allow them to negotiate interpersonal understanding with their interlocutors and make meaning of the text under discussion.