A working model for intercultural learning and engagement in collaborative online language learning environments

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.

Keywords:

• intercultural online language learning
• telecollaborative exchange
• intercultural language teaching
• online intercultural pedagogy
• pedagogical framework

Notes

1. Low context communication tends to rely on communicating directly through explicit verbal messages, whereas high context communication tends to convey the message more implicitly through what has not been said and using a range of contextual, sometimes nonverbal cues (Hall 1976).

2. The D.I.E. activity is an intercultural activity that helps learners develop strategies to suspend judgment and describe a situation, seeking multiple interpretations before arriving at an evaluation. See http://www.intercultural.org/tools.php for explicit guidelines on how to use this activity.