Promoting intercultural sensitivity through telecollaboration: A practical experience between a...

Angel Raluy Alonso. University of Vic

Promoting intercultural sensitivity through telecollaboration: A practical experience between a Polish and a Spanish university.

León, February 2014


CONTENTS

INTRODUCTION AND BACKGROUND

PROJECT DESCRIPTION

PROJECT PHASES

INTERCULTURAL SENSITIVITY PRELIMINARY STUDY

INTERCULTURAL SENSITIVITY PRELIMINARY STUDY


WHAT IS AN ONLINE INTERCULTURAL EXCHANGE?

An online intercultural exchange refers to the activity of engaging language learners in interaction and collaborative project work with partners from other cultures through the use of online communication tools (O’Dowd, 2007)

Telecollaboration involves internationally dispersed students of language who use internet communication to support academic interaction and intercultural exchange (Belz, 2003)

It is a cost-effective way to develop intercultural awareness and linguistic proficiency (Kern, 2006)


MAIN AIMS

Set up a cost-effective exchange for developing intercultural awareness

Facilitate learner autonomyEnhance interaction via computer-

mediated learningPromote mobility across Europe

(Erasmus)Give learners more opportunities to

improve linguistic proficiency in two-way communication

Develop new online literacies


PROJECT DESCRIPTION A moodle platform was used to structure

the telecollaborative exchange E-tandem style asynchronous

communication was chosen as a main source of interaction

10 weeks between October and January 2012/2013

25 students from the Faculty of Education (University of Vic) 23 students from the Institute of English (University of Opole) and 2 teachers were involved

http://opolevic.gnomio.com

http://opolevic.gnomio.com/


PROJECT PHASES AND TASKS TASKS ARE ASYNCHRONOUS, FOCUSSED ON MEANING AND CLOSELY RELATED TO THE SYLLABUS CONTENT

1. Familiarisation (2 weeks) Establishing contact (Müller)

MOODLE PLATFORM TRAINING INTRODUCTION: Students write an

introductory message (200-400 words) about themselves and their main interests

GETTING TO KNOW MY INTERNATIONAL PARTNERS: Students post 2 messages with information about their housing arrangements, and a typical day in their lives


2. Cultural exchange:(6 weeks) discussing traditions and comparing life styles Establishing Dialogue/Critical Reflection CULTURAL AWARENESS: Present either any

cultural artifact from your culture (a music band, a book or a piece of art, a tradition...) to your international partners.

VIDEO UPLOADING: Present your city to your partners. (groups) Record a short video presenting different aspects of your city

CHRISTMAS TRADITIONS: Talk about some of your Christmas Traditions. You may illustrate them with pictures.

3. Evaluation: topic presentation(2 weeks)


BENEFITS

Positive students’ response (meaningful and stimulating project)

Increased confidence in their use of the language (writing)

Opportunity to use the target language authentically

Fluent communication with non native-speakers and more willingness to correspond

Balanced partnership Heightened sensitivity to cultural similarities and differences within Europe


CHALLENGES

The role of the teacher Project timeframe Error correction Task design Digital literacy skills Deadlines Assessment criteria Integration of synchronous communication Follow-up


PRELIMINARY STUDY

Research Question: How has the online intercultural exchange impacted on the students’ intercultural sensitivity? 25 Third year Spanish undergraduates majoring in

Education and English 23 Third year Polish undergraduates majoring in

English Qualitative approach and interpretative perspective Data instrument: Likert Scale by Chen and Starosta,

2000. (24 item questionnaire). Categories: • Interaction Engagement • Respect for Cultural Differences • Interaction Confidence• Interaction Enjoyment• Interaction Attentiveness

Data collected before and after the project


Interaction Engagement

………………….


Respect for cultural differences


Interaction Confidence


Interaction enjoyment


Interaction Attentiveness


CONCLUSIONS

HIGH STARTING POINT OF RESPECT FOR CULTURAL DIFFERENCES

IMPROVEMENT OF INTERACTION CONFIDENCE

SIGNIFICANT GAINS IN INTERACTION ENJOYMENT

SLIGHT RISE IN INTERACTION ATTENTIVENESS

FURTHER RESEARCH IS NEEDED

THANKS FOR YOUR ATTENTION

[email protected]

Promoting intercultural sensitivity through telecollaboration: A practical experience between a...

Documents

Transcript of Promoting intercultural sensitivity through telecollaboration: A practical experience between a...