Minneapolis and Brittany: A Cultural Exchange Revisted

Autor/in	Shelley, Janine
Titel	Minneapolis and Brittany: A Cultural Exchange Revisted
Quelle	In: Learning Languages, 11 (2005) 1, S.19-21 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-5415
Schlagwörter	Foreign Countries; Computer Mediated Communication; Drama; Multicultural Education; International Programs; Language Usage; French; High School Students; Technology Uses in Education; Educational Technology; English (Second Language); Second Language Learning; Cultural Awareness; France; Minnesota (Minneapolis) + Suchen Sie Ihr Suchwort? Ausland; Computerkonferenz; Schauspiel; Multikulturelle Erziehung; Sprachgebrauch; Französisch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Cultural identity; Kulturelle Identität; Frankreich
Abstract	In 1996, Learning Languages published an article describing a cultural exchange that occurred from 1991 to 1993 between Breck School, a private school in Minneapolis, and Paul Dukas School, a high-needs school in Brest, France. Much of that exchange was carried out through online telecommunications using the Minitel. The result of a two-year communication exchange was the production and presentation of a student written multicultural play. Students from Paul Dukas School in France visited Minneapolis to present the play with American Breck students. The article concluded: "it should be stressed that Bardy and Malgorn (the teachers involved) spent an extraordinary amount of personal time and energy from their first debate about whether to begin an exchange between students of such diverse backgrounds to the final production of the bilingual multicultural play. They created an international classroom that encouraged student communication in the target language. They nurtured in their students an appreciation of differences and similarities for other cultures." Technology was the vehicle for students' communication, but it was the pedagogy that successfully transformed communication into a viable and effective learning environment. Included in this article are a follow up summary of the author's conversation with Mireille Bardy, the French teacher at Breck School in Minneapolis, Minnesota, and excerpts from the e-mail received from Michel Malgorn, the English teacher at Paul Dukas School in Brest, France. The author also includes reference to how pedagogy supports communication and how appropriate use of technology can increase student learning. Shelley also concludes with links to several online collaboration resources available today to teachers who would like to explore the possibility of creating their own international classrooms. (ERIC).
Anmerkungen	National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://www.nnell.org/publications/journal.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01