Re-Imagining Cultural Identity: Transcultural and Translingual Communication in Virtual Third-Space Environments

Autor/inn/en	Prieto-Arranz, Jose Igor; Juan-Garau, Maria; Jacob, Karen Lesley
Titel	Re-Imagining Cultural Identity: Transcultural and Translingual Communication in Virtual Third-Space Environments
Quelle	In: Language, Culture and Curriculum, 26 (2013) 1, S.19-35 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2012.759585
Schlagwörter	Foreign Countries; Reflection; Web Sites; Electronic Publishing; Social Distance; Nationalism; Self Concept; English (Second Language); Second Language Learning; Language Role; Cultural Awareness; Computer Mediated Communication; Language Usage; Language Variation; Semiotics; Teaching Methods; Intercultural Communication; Secondary School Students; Poland; Spain + Suchen Sie Ihr Suchwort? Ausland; Web-Design; Elektronisches Publizieren; Nationalismus; Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Cultural identity; Kulturelle Identität; Computerkonferenz; Sprachgebrauch; Sprachenvielfalt; Semiotik; Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation; Sekundarschüler; Polen; Spanien
Abstract	The rise of English as an international language (EIL) has brought to light the needs of those who speak it as an additional language. This has in turn radically reshaped the role of culture in the EIL classroom, which may now aim at developing critical transcultural awareness. By reporting on a joint initiative undertaken by three schools in two countries, the "EIL in Poland and Spain" blog project, this article explores how a transcultural curricular approach could be implemented in the EIL classroom with particular reference to computer-mediated communication (CMC) that might lead to the creation of virtual "third spaces". Results show that, upon task-induced reflection, participants (1) overwhelmingly acknowledge the power of the othering discourses which are central to national identity; (2) bond together through (2.1) widespread usage of the same register in English and CMC-standard non-verbal semiotic codes and (2.2) similar subcultural (yet transnational) affiliations; and (3) may be seen to develop some critical awareness of their place in the world beyond their respective national borders. Finally, the pedagogical implications of a tool through which youth appears as a meaningful cross-cultural experience, bringing both Polish and Spanish participants together as critical thinkers through EIL, are discussed. (Contains 1 table and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10