Implementing Computer-Mediated Intercultural Communication in English Education: A Critical Reflection on Its Pedagogical Challenges

Autor/in	Lee, K.
Titel	Implementing Computer-Mediated Intercultural Communication in English Education: A Critical Reflection on Its Pedagogical Challenges
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 6, S.673-687 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12275
Schlagwörter	Computer Mediated Communication; Intercultural Communication; Second Language Learning; Second Language Instruction; English (Second Language); Socioeconomic Status; Equal Education; Social Differences; Self Concept; Teaching Methods; Multiple Literacies; Critical Theory; Cultural Awareness; Case Studies; Barriers; Foreign Countries; Language Teachers; Student Characteristics; South Korea + Suchen Sie Ihr Suchwort? Computerkonferenz; Interkulturelle Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Socio-economic status; Sozioökonomischer Status; Sozialer Unterschied; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Cultural identity; Kulturelle Identität; Case study; Fallstudie; Case Study; Ausland; Language teacher; Sprachunterricht; Korea; Republik
Abstract	Integrating computer-mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the increasing number of successful examples reporting positive outcomes of adopting CMIC activities in language-learning environments, it has also been noted that there are significant pedagogical challenges observed when CMIC activities are introduced into classrooms. However, previous studies tend only to briefly mention some of those challenges and to list general solutions to them, rather than deeply engaging with the issues and their educational and social consequences upon students' learning practices. Thus, this qualitative case study documents diverse pedagogical challenges faced by Korean students and teacher in their English-as-a-foreign language classroom, in which a series of CMIC activities were set up and conducted. The challenges analysed in this paper include the unrealistically high implementation cost, the educational inequality issues created by irreducible gaps in students' socio-economic backgrounds, and the unresolved struggles to develop positive student subjectivities and linguistic identities. In conclusion, the article proposes three instructional principles, drawn in turn from the two closely interrelated theories: multiliteracies pedagogy and critical pedagogy. Fundamentally, the author argues that effective adoption of CMIC activities needs a more pedagogically, socially, and culturally sensitive approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01