| Foreword |
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| Preface |
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| Section 1 Frameworks for Cross-Cultural Communication |
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Chapter 1 Cross-Cultural Perspectives on Technology-Enhanced Language Learning: A Review of Research |
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1 | (15) |
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Cultural awareness and intercultural understanding are crucial parts of learning a new language. |
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However, not everyone has the chance to have face-to-face interaction with the people from diverse cultures. |
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Computer-mediated technologies are favorable tools that can help learners to engage in intercultural communications. |
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This chapter aims at intercultural learning through technology-enhanced language learning. |
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Five main themes have emerged as the result of literature review alongside a report on major research descriptive. |
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The literature revealed that there are |
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1 positive attitudes toward using digital tools in intercultural language learning, |
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2 the development of critical cultural awareness and intercultural communicative competence, |
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3 opportunities for improving all aspects of language learning. |
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4 textbooks are still the predominant learning resource |
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5 a necessity is felt for special technical skills and competencies. |
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This study is helpful to consider the existing challenges and find new directions for future investigations. |
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Chapter 2 Cross-Cultural Languages Behind Technology-Enhanced Language Learning |
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16 | (31) |
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Technology-enhanced language learning (TELL) is the result of the evolution of digital language, that is, a special code created by human beings to interact with computers. |
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Digital language has, in turn, allowed for the creation of more specific languages. |
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On the web, TELL is supported by three cross-cultural languages: natural language, visual language, and artificial language. |
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A natural language, such as English or Spanish, becomes cross-cultural when it is processed by automatic means. |
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A visual language is a system of communication using visual elements, such as pictograms. |
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An artificial language, such as programming languages, is designed to communicate instructions to a machine. |
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The author calls this trilogy of languages W3langs. |
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This chapter explores the relationship between TELL and W3langs. |
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Chapter 3 Marking Community Identity Through Languaging: Authentic Norms in TELL |
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47 | (21) |
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This chapter takes up the issue of authenticity in language pedagogy. |
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Traditional views of authenticity take the native speaker to be the primary authority for linguistic norms. |
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Written standard language is especially highly valued here. |
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It is argued herein that TELL environments are equally valid as learning environments, and that students can use the freedom they provide to develop their own locally negotiated cultural and linguistic norms. |
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Evidence is provided that students on a net-based MA program develop their own norms for reducing language, and use them and other means to mark membership of a local TELL community. |
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Thus, TELL is a rich and authentic environment for learners of English to become what is referred to as "language practitioners." |
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Chapter 4 Universal and Specific Codes of Cultural Context in Audio-Visual Media: Collision and Mutual Enrichment in International Technology-Enhanced Language Learning |
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68 | (15) |
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Mykola Borysovych Yeromin |
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Mission of the chapter is to draw the attention to how specific and universal cultural contexts influence audio-visual media used in technology-enhanced language learning (TELL) and how additional efforts in this area from both faculty and students might give very satisfying and rich results, both drawing from cultural differences to ensure the mutual enrichment and appealing to universal basic principles that could be understood in different cultures more or less similarly and/or identical. |
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As audio-visual media nowadays finds its way as a large area of the internet, filtering what is suitable for TELL and what might not be depends a lot on cultural context of media, which should be chosen wisely depending on situation and curriculum. |
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Also included are the recommendations, based on authors' experience in the field of study, and a vast array of background information. |
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Chapter 5 Connected Learners: Online and Off-Line Learning With a Focus on Politeness Intercultural Competences |
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83 | (17) |
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Technology-enhanced language learning (TELL) is moving ahead from the use of technology in language labs to the possibilities offered by technology in setting up new ways of communication and interactivity. |
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The effectiveness of teaching seems to depend more on teachers' ability to motivate students by connecting to their interests and catering for different intelligences. |
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Teachers' creativity and empathy with them will constitute essential skills for the design of tasks and projects that connect with digital native students' interests. |
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Consideration of cultural aspects will be of essential importance in our globalized world, as learning a language must always take into account cultural variables. |
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The objective of this chapter is to review the challenges that technology and interculturality pose to foreign language teachers and note some of the possible solutions that may facilitate efficient teaching. |
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Politeness theory will be discussed as a theoretical framework providing resources for building social identity and doing relational work with different cultures. |
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Chapter 6 Issues of Cross-Cultural Communications in a Globalizing Era |
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100 | (18) |
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This chapter describes issues of cross-cultural communications emerging in an era moving towards globalization. |
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The author identifies three main areas of concern: language, culture, and technology. |
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These issues are not new in cross-cultural communications. |
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However, new issues are emerging. |
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As World Englishes developed, cultural awareness alone is no longer enough to respond to a globalizing era and people are required to possess intercultural competences to be able to function appropriately in the global community. |
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Additionally, new issues relevant to technology are emerging, such as digital divides and flaming in computer-mediated communications. |
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Having discussed these issues, the author provides recommendations for practitioners of cross-cultural communication, including developing cross-cultural exchange programs, developing training programs, focusing on netiquette and respect of different cultures and languages, rather than computer skills, and finally, designing authentic assessment to evaluate students' cross-cultural performance. |
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| Section 2 Tools and Environments for Cross-Cultural Communication |
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Chapter 7 Social Networking Sites: Cross-Cultural Perspectives, Implications, and Applicable Frameworks for L2 Teaching and Learning |
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118 | (12) |
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The goal of the paper is to highlight the research examined within the context of social networking sites (SNSs), cross-cultural approaches, and relevant findings and implications for second language teaching and learning (L2TL). |
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Furthermore, the study also investigates applicable frameworks across the academia that can be adapted by applied linguists and L2TL experts in SNS research. |
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For this purpose, relevant findings from other fields of research and their potential implications for L2TL are presented along with applicable theoretical and methodological frameworks. |
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It is pointed out that a number of studies from the fields can contribute to a better understanding of social networking technologies and their roles in language teaching and learning context. |
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Therefore, it is recommended that L2TL experts investigating SNSs should familiarize themselves with SNS research across the academia and they carry out interdisciplinary projects by employing applicable theoretical and methodological frameworks. |
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Chapter 8 Effect of GI and Glogster on Improving the Intercultural Communication Skills in Higher Education |
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130 | (29) |
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The study reports the effect of group investigation (GI) cooperative learning method and the Glogster online poster on improving the intercultural communication skills of international students (n=54) of eight different countries. |
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The study is premised on the proposition that the integration of GI and Glogster in classrooms consisting of Lebanese and non-Lebanese students could be effective in improving the intercultural communication skills of international students and enhancing their perceptions of intercultural communication. |
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The study employed the mixed methods pretest-posttest control group experimental design whereby six Interactions Among Civilizations intact classes were randomly assigned to control and experimental conditions. |
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Employing the intercultural sensitivity scale yielded findings indicating the significance of the GI and Glogster in developing the cultural adaptability and intercultural sensitivity of the experimental group participants (n=25) whereas the control group participants (n=28) did not show similar improvement. |
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Chapter 9 The Foreign Language Learning Potential of Video Games: FL Games as Cross-Cultural Texts, Narratives, and Artifacts |
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159 | (13) |
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Karim Hesham Shaker Ibrahim |
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Recently video/digital games have grown into ubiquitous problem-solving activities and social practices that engage a fast-growing number of foreign language (FL) learners. |
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And despite the fast growth of the gaming industry, most of the industry is based in North America, and most commercial video games are available primarily in a few Western or Asian languages. |
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As a result, tens of thousands of gamers worldwide play commercial video games in a foreign language due to the immersive, engaging, and entertaining experience that these games offer. |
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In addition to the recreational appeal of digital games, various studies in the field of computer-assisted language learning (CALL) have demonstrated the potential of digital gaming to promote FL use and learning. |
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Therefore, this chapter proposes the use of commercial English video games as intercultural texts, narratives, and cultural products to promote FL learning. |
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Chapter 10 Mobile-Assisted Language Learning: Challenges and Setbacks in Developing Countries |
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172 | (15) |
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Nowadays every aspect of humans' life, including education, is affected by technological advancements. |
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Given this, teaching and learning have gone through various changes and are now space- and time-independent in the sense that they can happen at any time anywhere. |
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MALL as a type of IT-based instruction has been popular in many developed countries, while in the developing countries the attitude and requirements for its implementation are not yet ready. |
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In the present chapter, an attempt has been made to review the definition of MALL, synchronous/asynchronous learning, learners' perception of MALL, the status of MALL in developed and developing countries, and finally the challenges facing developing countries for implementing MALL in their educational systems. |
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It also tries to give an insight into the cross-cultural differences affecting the use and implementation of MALL and admits there are further avenues to explore variables mediating the application of new technologies in different cultural settings. |
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In the end, some solutions and recommendations for future research are offered. |
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Chapter 11 Mixed Reality Environments in Teaching and Learning English |
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187 | (16) |
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The purpose of this chapter is to familiarize readers with various forms of mixed reality environments that are used in different countries in the field of education including teaching and learning English. |
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MiRTLE, The MARVEL Project, TIWE Linguistico, SMALLab, Virtual Touch Toolkit, SimSchool®, Second Life, and TLE TeachLivE™ are some of these technological advances that will be discussed in detail. |
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Further explanation about the current and future use of TLE TeachLivE™ as well as other possible forms of mixed reality environments is also provided. |
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The chapter concludes with current limitations of mixed reality environments and potential future research and applications. |
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Chapter 12 It's All in the Numbers: Enhancing Technology Use in Urban and Rural Environments |
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203 | (19) |
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This chapter focuses on teacher professional development and TELL, and the constraints of TELL. |
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More specifically, it explores some of the barriers and enablers to the use of technology in English language classes in six secondary school across Malaysia, in both rural and urban settings. |
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The cross-cultural aspect of the study comes from a comparison of the schools involved and considerations of context-appropriate technological tools and materials in the differing school environments. |
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The backdrop to the study is the Malaysian Ministry of Education (MMoE). |
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One particular issue highlighted in the study is the benefit of communities of teachers working together to implement and integrate technology into their teaching. |
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Chapter 13 A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings: Applied Technology, Transmedia, and Digital Storytelling |
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222 | (15) |
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M. Dolores Ramirez-Verdugo |
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Alfonso Garcia de la Vega |
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This chapter focuses on the area of education for sustainable development (henceforth, ESD) and presents an overview on the design and initial development of a funded research project called ©ESDIGITHAL, an international network on education. |
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One of the aims of this project is to create a conceptual reference framework to explore the use of technology enhanced content and language integrated teaching and learning as a methodological approach for ESD. |
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The chapter discusses some of the main field challenges identified by UNESCO and explores the use of applied technology, transmedia, and digital storytelling to examine their impact in bilingual education and in cross-cultural multilingual settings. |
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With an emphasis on creativity, critical thinking, and innovation, this network is committed to enrich the quality of higher education and teacher training to guarantee citizens' social, economic, and cultural development. |
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Chapter 14 Fostering Intercultural Competence Through Art and ICT Among University Students in Spain and Finland |
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237 | (27) |
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This chapter is intended to show how the use of ICT and the application of collaborative learning can enhance language acquisition in bilingual contexts. |
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The authors want to share the conclusions of an international project conducted over three years by two European universities of education. |
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This project focused on reflecting about the interaction between university students and cultural heritage. |
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To do this, students were asked to create an artistic poster of any heritage element from the cities where the two universities are located. |
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Then, they had to upload their creation to a blog and comment on other students' work, using English as a vehicular language. |
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Among the principal outcomes, the participants were satisfied with learning about cultural issues from a different country and with discovering new things about their own heritage. |
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They also accepted the potential of visual art and cross-curricular work as a powerful tool to learn about culture and to practice their language skills. |
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| Section 3 Telecollaboration for Cross-Cultural Communication |
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Chapter 15 Intercultural Learning via Videoconferencing: Students' Attitudes and Experiences |
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264 | (19) |
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Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. |
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This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. |
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English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. |
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The findings suggest that the students' attitude to their learning experience was positive, since they were curious to explore each other's cultural traits. |
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Videoconferencing was considered an effective tool because it enabled them to share experiences and build up a relationship, thereby enhancing their knowledge of both cultures. |
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Body language also encouraged interaction since they could see each other via videoconferencing. |
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Chapter 16 Collaborative Writing 2.0: Socializing Critical, Cross-Cultural Agents Through Online, Project-Based Methodology |
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283 | (20) |
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Technology-enhanced language learning has broadened the horizons of collaboration in the L2 classroom. |
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At the same time, it has brought the cultural component closer, enriching the overall picture for students when learning a foreign language. |
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This highlights the need for students to develop solid cross-cultural skills regarding the meaning negotiation processes underlying the discursive practices of their respective L2 communities. |
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Only by acknowledging the referential, semiological nature of language and understanding cultural practices in situated terms may students be truly socialized in their L2. |
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This study explores the perception of students regarding wild-based collaborative writing as a resource in the L2 classroom while paying special attention to the treatment of culture specific elements that may hinder effective cross-cultural communication in their L2. |
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Chapter 17 Using Telecollaboration 2.0 to Build Intercultural Communicative Competence: A Spanish-American Exchange |
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303 | (19) |
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This chapter reports a Spanish-American telecollaborative project through which students created blogs, VoiceThread presentations, and video chats for intercultural exchanges over the course of one semester. |
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The chapter outlines the methodology for the project including pedagogical objectives, task design, selection of Web 2.0 tools, and implementation. |
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Using qualitative data collection, the study explored the extent to which Web 2.0-mediated learning could contribute to learners' intercultural communicate competence (ICC) development. |
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The findings revealed that students exhibited the skills outlined in Byram's ICC model. |
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Students showed positive attitudes and curiosity towards the target culture, and gained new cultural knowledge. |
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They also demonstrated skills of discovery and interaction that helped them build critical cultural awareness. |
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The study suggests that learners' ICC can be assessed by the implementation of a well-designed telecollaborative exchange using Web 2.0 technologies. |
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Chapter 18 Examining International Telecollaboration in Language Teacher Education |
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322 | (24) |
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This chapter presents findings of case study action research examining the impact of technology-mediated collaboration between teacher-learners in two graduate-level Applied Linguistics Master's programs in Canada and Israel. |
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To date, little research has been conducted on international telecollaborative exchanges in language teacher education programs. |
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This chapter will discuss teacher-learners' perceived benefits and challenges of this international telecollaborative exchange, its impact on beliefs towards the use of technology-mediated tools, and the relevance of these types of collaborations in language teacher education. |
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The authors will highlight individual teacher-learner voices in this study that illustrate how teacher assumptions about authority, experience, and teacher identity evolve on individual pathways and are situated in complex, historically embedded paradigms of teaching and learning experience. |
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The chapter will conclude with insights gained regarding strategies for implementing effective international telecollaborative exchanges in language teacher education programs. |
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| Compilation of References |
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346 | (49) |
| About the Contributors |
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395 | (6) |
| Index |
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401 | |
Lisainfo e-raamatute kohta