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Incorporating InterculturalCollaboration Assignmentsinto the Writing ClassroomZsuzsanna Bacsa PalmerOld Dominion Universit...
Contemporary Writing ContextsDigitalFrom print environment to digital technologiesCollaborativeFrom single authorship to c...
Pedagogical concernsWhat kind of literacy is required in this environment?Digital literacy: “the practices involved in rea...
Pedagogical concernsHow to prepare students for written communicationin a world with- many languages & Englishesused simul...
GNLEs“learning environments that represent new visions of globallynetworked learning and extend beyond the confines oftrad...
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 outloo...
The BlogAssignment
Student Blog Pages
The BrochureAssignment
Usability ResearchSurveys
Workshop
Workshop activityIn groups of three or four, discuss the benefits and constraints ofintercultural online collaboration pro...
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-revie...
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Eataw 2013

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  • I will focus on the quality of Cosmopolitanism as “universality plus difference” (Appiah, 2008, p. 92), and will point out the strengths of this framework in addressing diversity. I will explain that the major advantage of this framework is in reconceptualizing a communication encounter ( verbal or written) as one where all participants realize the hybrid makeup of their own identity and start from the shared characteristic of hybridity rather than from othering their counterparts as someone belonging to a different culture.
  • Challenging monolingual assumptions
  • WEs in comp – BELF in PW2. Standard English problematic concept in compIn PW- Audience focus- but setting a standard for online courses Bokor WEs3. Hybrid text multimedia
  • WEs in comp – BELF in PW2. Standard English problematic concept in compIn PW- Audience focus- but setting a standard for online courses Bokor WEs3. Hybrid text multimedia
  • Challenging monolingual assumptions
  • WEs in comp – BELF in PW2. Standard English problematic concept in compIn PW- Audience focus- but setting a standard for online courses Bokor WEs3. Hybrid text multimedia
  • When we see communication encounters through a cosmopolitan lens, we move away from viewing divergent language use as mistakes and can accept these as the creative application of a writer’s linguistic resources (Canagarajah, 2006, 2010).
  • Transcript of "Eataw 2013"

    1. 1. Incorporating InterculturalCollaboration Assignmentsinto the Writing ClassroomZsuzsanna Bacsa PalmerOld Dominion Universityzpalm001@odu.edu
    2. 2. 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
    3. 3. 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)
    4. 4. 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
    5. 5. 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
    6. 6. Intercultural Team ProjectSample Process Script (Lowry et. al., 2004, p. 84) (CW=Collaborative Writing)
    7. 7. 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
    8. 8. The BlogAssignment
    9. 9. Student Blog Pages
    10. 10. The BrochureAssignment
    11. 11. Usability ResearchSurveys
    12. 12. Workshop
    13. 13. 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?
    14. 14. Introduction of Tools
    15. 15. Your GNLE Action Plan
    16. 16. Thank you for yourparticipation!Don’t forget to sign up on the contact list!
    17. 17. 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:

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