Developing Intercultural Communicative Competence in the ClerKing Telecollaborative Project [Konferenzbericht] Paper presented at the EUROCALL 2021 Conference (29th, Online, Aug 26-27, 2021).

Autor/inn/en	Madden, Oneil; Ashby, Soyini
Titel	Developing Intercultural Communicative Competence in the ClerKing Telecollaborative Project [Konferenzbericht] Paper presented at the EUROCALL 2021 Conference (29th, Online, Aug 26-27, 2021).
Quelle	(2021), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Madden, Oneil) ORCID (Ashby, Soyini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intercultural Communication; Second Language Learning; Second Language Instruction; Exchange Programs; Undergraduate Students; Metalinguistics; Foreign Countries; Cultural Awareness; English (Second Language); Computer Software; Videoconferencing; French; Communication Problems; Computer Mediated Communication; Scheduling; Conflict; Diaries; Student Attitudes; France; Jamaica + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Metalanguage; Metasprache; Ausland; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Kommunikationsbarriere; Computerkonferenz; Disposition; Konflikt; Diary; Tagebuch; Schülerverhalten; Frankreich
Abstract	Living in the 21st century means living in an era that is increasingly globalising where cross-cultural communication is essential; thus, students should be given opportunities to cultivate their Intercultural Communicative Competences (ICC). This paper reports on Phase 3 of ClerKing, a Franco-Jamaican telecollaborative project, which involved Applied Foreign Languages (AFL) students of English from Clermont Auvergne University (UCA), France, and students of French from the University of the West Indies (UWI), Mona, Jamaica. WhatsApp and videoconferencing were used to facilitate the interactions. Using the exploratory approach, we seek to identify different parameters of ICC, relying on Byram's (1997) and Deardorff's (2006) models. Preliminary findings show that students demonstrated and developed ICC such as openness and curiosity, culture-specific knowledge, an understanding of worldviews, sociolinguistic awareness, flexibility and adaptability, and negotiation of meaning. However, time difference, personal and academic schedules, connectivity issues, and misjudged/misinterpreted communication can lead to intercultural conflict. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01