Incorporating InterculturalCollaboration Assignmentsinto the Writing ClassroomZsuzsanna Bacsa PalmerOld Dominion Universityzpalm001@odu.edu
Contemporary Writing ContextsDigitalFrom print environment to digital technologiesCollaborativeFrom single authorship to collaborative writingGlobalFrom homogeneous audience to global readershipTranslingualFrom native language to English as a lingua franca and translingualforms
Pedagogical concernsWhat kind of literacy is required in this environment?Digital literacy: “the practices involved in reading, writing, and exchanging information inonline environments as well as the values associated with such practices – social,cultural, political, educational” (Selfe & Hawisher, 2002, p. 232).Multiliteracies: Literacy skills for the multiimodal and linguistically and culturally diverseenvironment (New London Group, 2000).Global literacies: “negotiating multiple systems for communication across literacyecologies” (Starke-Meyerring, 2005, p.487)Translingual literacy: strategic use of more than one language in the samecommunication encounter (Canagarajah, 2013)
Pedagogical concernsHow to prepare students for written communicationin a world with- many languages & Englishesused simultaneously in communication- hybrid textsproduced in multimedia environment- hybrid identitiesparticipating in communication?One answer:GNLEs
GNLEs“learning environments that represent new visions of globallynetworked learning and extend beyond the confines oftraditional classrooms, (…) and challenge students to negotiateand build shared learning and knowledge cultures acrossdiverse boundaries (Starke–Meyerring and Wilson, 2008, p. 2)Examples• Email assignments (Gerritsen and Verckens, 2006)• Global Classroom Project – Experiential learning (Herrington,2010)• Peer review (Anderson et al, 2010)Major approaches:• Intercultural exchange• Intercultural team project
Intercultural Team ProjectSample Process Script (Lowry et. al., 2004, p. 84) (CW=Collaborative Writing)
The project:Creating a Globally Networked Learning Environment with theobjective to increase students’ cosmopolitan outlookand global literacy skills through information exchangeParticipants:Hungarian and American studentsThe assignments:• Writing a “My identities and languages” blog andcommenting on students’ blogs in the other country• Designing recruiting brochures and usability surveysIntercultural Exchange
Student Blog Pages
Workshop activityIn groups of three or four, discuss the benefits and constraints ofintercultural online collaboration projects within your institutionalcontexts. Consider the following questions:1. What do you see would be a major benefit for your studentsfrom participating in a GNLE?2. What is your biggest concern about incorporating onlineintercultural assignments into your writing classroom?3. Do you think you could count on institutional support for suchprojects? Where could it come from and in what form?
Introduction of Tools
Your GNLE Action Plan
Thank you for yourparticipation!Don’t forget to sign up on the contact list!
ReferencesAnderson, P., Bergman, B., Bradley, L., Gustaffson, M., Matzke, A. (2010). Gustafsson, M., Matzke, A. Peer-reviewing across the Atlantic: Patterns and trends in L1 and L2 comments made in an asynchronousonline collaborative learning exchange between technical communication students in Sweden and inthe United States. Journal of Business and Technical Communication, 24(3), 296-322.Canagarajah, S.A. (2013). Translingual practice: Global Englishes and cosmopolitan relations. New York:Routledge.Gerritsen, M., & Verckens, J. P. (2006). Raising students’ awareness and preparing them for interculturalbusiness (communication) by e-mail. Business Communication Quarterly, 69, 50-59.Herrington, T. (2010). Crossing global boundaries: beyond intercultural communication. Journal of Business andTechnical Communication, 24, 516-539.Lowry, P. B., Curtis, A., Lowry, M.R. (2004a). Building a taxonomy and nomenclature of collaborative writing toimprove interdisciplinary research and practice. Journal of Business Communication, 41(1), 66-99.New London Group (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope and M. Kalantzis(Eds.) Multiliteracies: Literacy Learning ad the Design of Social Futures. (pp. 9-37). Routledge: NewYorkSelfe, C. L., and hawisher, G.E. (2002). A historical look at electronic literacy: Implications for the educations oftechnical communicators. Journal of Business and Technical Communication, 16(3), 231-276.Starke-Meyerring, D. (2005). Meeting the challenges of globalization: A framework for global literacies inprofessional communication programs. Journal of Business and Technical Communication, 19(4),468-499.Starke-Meyerring, D. & Wilson, M. (Eds.) (2008). Designing globally networked learning environments.Rotterdam: Sense Publishers: