A Working Model for Intercultural Learning and Engagement in Collaborative Online Language Learning Environments

Autor/in	Lawrence, Geoff
Titel	A Working Model for Intercultural Learning and Engagement in Collaborative Online Language Learning Environments
Quelle	In: Intercultural Education, 24 (2013) 4, S.303-314 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2013.809247
Schlagwörter	Intercultural Communication; Cultural Awareness; Information Technology; Second Language Learning; Models; Second Language Instruction; Teaching Methods; Computer Mediated Communication; Learning Processes; Communities of Practice; Online Courses; International Educational Exchange; Foreign Countries; English (Second Language); Student Attitudes; Self Concept; Cultural Differences; Undergraduate Students; Learning Motivation; Language Proficiency; Canada; United Arab Emirates + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Informationstechnologie; Zweitsprachenerwerb; Analogiemodell; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Learning process; Lernprozess; Community; Online course; Online-Kurs; Internationaler Austausch; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Selbstkonzept; Kultureller Unterschied; Motivation for studies; Lernmotivation; Language skill; Language skills; Sprachkompetenz; Kanada; Vereinigte Arabische Emirate
Abstract	Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of ICT-mediated learning, research has identified a number of challenges including inadequate pedagogy that limit intercultural and language learning in these online intercultural collaborations. This article will review these challenges and will outline a three-part working model to guide the integration of online intercultural collaboration into classroom language teaching. This emerging framework is developed around the need to engage learners in the planning and preparation of these collaborations, to build identity investment and sense of community in these projects and to actively work with intercultural content and rich points to deepen intercultural language learning processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10