Challenges and Other Feedback: Integrating Intercultural Learning in the Digital Age

Autor/inn/en	Bailey, Angela; Gruber, Alice
Titel	Challenges and Other Feedback: Integrating Intercultural Learning in the Digital Age
Quelle	In: The EUROCALL Review, 28 (2020) 1, S.3-14 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1695-2618
Schlagwörter	Cultural Awareness; Second Language Learning; Second Language Instruction; English (Second Language); Computer Simulation; Computer Mediated Communication; International Educational Exchange; Foreign Countries; Feedback (Response); Intercultural Communication; Language of Instruction; Speech Communication; Written Language; Multilingualism; Program Descriptions; Rating Scales; Language Proficiency; Guidelines; Foreign Students; Anxiety; Communicative Competence (Languages); French; Spanish; German; Language Usage; Language Variation; Student Attitudes; College Students; Self Evaluation (Individuals); Pretests Posttests; Native Language; Germany; Colombia; Europe + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Computergrafik; Computersimulation; Computerkonferenz; Internationaler Austausch; Ausland; Interkulturelle Kommunikation; Teaching language; Unterrichtssprache; Geschriebene Sprache; Mehrsprachigkeit; Multilingualismus; Rating-Skala; Language skill; Language skills; Sprachkompetenz; Richtlinien; Angst; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Französisch; Spanisch; Deutscher; Sprachgebrauch; Sprachenvielfalt; Schülerverhalten; Collegestudent; Deutschland; Kolumbien; Europa
Abstract	This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. We believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL). The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity. Taking into account plurilingual and pluricultural competence (PPC) and the efficacy of virtual exchanges for language learning, we used a series of tasks for students to participate in a wide range of activities of varying complexity regarding German and Colombian culture for a six-week exchange. Students self-assessed their written and spoken online interactions as well as their perceived skills in mediating texts and communication based on the recently added descriptors in the Companion Volume to the CEFR. They also rated their plurilingual and pluricultural competences on a PPC scale at both the beginning and end of the project. Results demonstrate that there is value in implementing virtual exchange projects in which students reflect on and increase their awareness of these concepts also suggesting that pairing students with international students rather than L1 speakers of the language has a potentially positive effect on students' anxiety level and communicative competences. (As Provided).
Anmerkungen	European Association for Computer-Assisted Language Learning (EUROCALL). EUROCALL Headquarters, School of Modern Languages, University of Ulster, Cromore Road, Coleraine BT52 1SA, Northern Ireland, UK. Tel: +34-67-943-1283; Web site: http://www.eurocall-languages.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01