icEurope Project & Web Collaboration Intro


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Presentation on the Comenius project icEurope
Gives a general project overview, its main theoretical and methodological aspects (intercult. communication, language learning, strategies and e-learning/Moodle), introduces web collaboration and presents main achievements during 1st year; also some views of the pilot Moodle course and materials

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icEurope Project & Web Collaboration Intro

  1. 1. icEurope <br />Intercultural Communication in Europe <br />a Comenius Web Collaboration Project to foster intercultural communication in English<br /><br />Kurt Kohn & Claudia Warth<br />University of Tübingen<br />Applied English Linguistics<br /><br /><br />With the support of the EU Lifelong Learning Programme<br />Grant 142672-LLP-1-2008-1-DE-COMENIUS-CMP<br />
  2. 2. Contents<br />About icEurope<br />The theoretical and methodological background<br />What we have accomplished so far (in the 1st year of the project)<br />References & websites<br />
  3. 3. About icEurope<br /><br />
  4. 4. About icEurope: the Project<br />4 classes (10/11th grades) from 4 countries (BG, HU, IT, TR)<br />English as Lingua Franca (ELF)<br />Aims: <br /><ul><li> raising awareness of dynamic relationships between language and culture
  5. 5. linking intercultural and language knowledge
  6. 6. enable learners to use own lingua franca (English) to express or negotiate cultural concepts in authentic contact situations </li></ul>Web collaboration in international online teams in Moodle: intercultural activities that link to English language strategies and means<br />
  7. 7. Project consortium<br />
  8. 8. How you can participate<br />Use the icEurope materials & the Moodle platform for your teaching<br />Participate in one of our free regional workshops (in BG, DE, HU, IT, TR) for teachers, trainers, university (teaching) students or others interested<br />
  9. 9. How it all started: the motivation behind icEurope<br />The pitfalls of international contacts… <br />… leaving the foreign language classroom<br />Other customs, roles, notions, concepts, taboos…<br />“Everything‘s different”<br />Anxiety & uncertainty<br />Culture no longer as in the textbook<br />Other ways of addressing problems <br />Darn school exchange!<br />Managing language barriers<br />
  10. 10. The Theoretical & Methodological Background<br />
  11. 11. Intercultural communicative competence: different components<br />
  12. 12. Intercultural communicative competence<br />A working definition (based on Byram):<br />Someone with some degree of intercultural competence <br />is someone who is ableto see relationships between different cultures<br />is able to mediate, that is interpret each in terms of the other<br />it is also someone who has a critical or analyticalunderstandingof (parts of) their own and other cultures<br />is conscious of their own perspective, of the way in which their thinking is culturally determined, rather than believing that their understanding and perspective is natural. <br />
  13. 13. Byram’s model of intercultural communicative competence (ICC)<br />
  14. 14. ICC, yes, but:<br />How can we realize all this in our foreign language?<br /><ul><li>How do we show attitudes in English?
  15. 15. What are linguistic strategies to mediate interculturally with the help of English?
  16. 16. How can we express understanding, curiosity or awareness in a language that is not our first language and in a culture that is not our own?
  17. 17. How does “communicative competence” come in here?</li></li></ul><li>Communicative competence of non-native speakers<br />Scope of explanation<br /><ul><li> Why/how do speakers from the same speech fellowship manage to understand each other?
  18. 18. Why/how do speakers from different speech fellowships manage to understand each other?
  19. 19. Why/how do emotional factors play a role in supporting or reducing communicative success?</li></ul>Models of communicative competence<br /><ul><li> Dell Hymes (1972): </li></ul> accuracy – appropriateness – feasibility – probability <br /><ul><li>Canale & Swain 1980, Canale 1983: </li></ul> grammatical – socio-linguistic – discourse - strategic<br /><ul><li>limited explanatory power</li></li></ul><li>Coping with cognitive & emotional divergences <br />Cooperation & face<br /><ul><li> Cooperative imperative – territorial imperative (Widdowson 1979)
  20. 20. To ensure communicative success, cognitive and emotional divergences require appropriate cooperative interventions. </li></ul>Everyday communication – intercultural communication<br /><ul><li> Everyday communication and intercultural communication are not different in kind.
  21. 21. Intercultural communication is often characterised by special types of cognitive and emotional divergence and thus may require special cooperative interventions.</li></li></ul><li>Cooperative interventions<br />Communicative purpose in relation to divergences<br /><ul><li> noticing and ascertaining divergences – and related linguistic-communicative moves
  22. 22. exploring divergences – and related linguistic-communicative moves
  23. 23. reducing divergences – and related linguistic-communicative moves</li></ul>Communicative macro functions<br /><ul><li> exchanging information – and illocutionary realisations
  24. 24. discussing a controversial topic – and illocutionary realisations
  25. 25. specifying/clarifying procedures
  26. 26. solving a problem – and illocutionary realisations</li></ul>[Different types of interaction and different levels of complexity]<br />
  27. 27. Intercultural contact tasks for our icEurope explorations<br />Task design<br /><ul><li>from simple to complex (in terms of purpose and function)
  28. 28. from emotionally neutral to emotionally loaded</li></ul>Research objectives<br /><ul><li> to analyse cognitive & emotional divergences and related cooperative interventions
  29. 29. to determine ELF deficiencies and learning needs
  30. 30. to develop and evaluate pedagogical modules </li></li></ul><li>icEurope designTheoretical & methodological considerations overview<br />Didactics <br />(didactic models &<br />reflections on FLA)<br />E-learning<br />CMIFLL:<br />Computer-mediated intercultural foreign lang. learning<br />CALL<br />eDidactics<br />FLA / FLT<br />design<br />Intercultural Communication <br />Theories<br />(the nature of IC/C)<br />Intercultural Foreign <br />Language Learning<br />(how ICC-FL is acquired)<br />Constructivism<br />Rich learning environm.<br />Construct. task design<br />Autonomy<br />Authenticity<br />Social exchange<br />Culture<br />in the EFL classroom<br />‘is vs. should be‘<br />‘Linguaculture‘: Language <br />strategies to express <br />intercultult. concepts <br />Communicative comp.<br />Other <br />approaches<br />Byram‘s <br />INCA model<br />Cooperative interventions <br />& strategies<br />Ethnography<br />CA / Intercultural Discourse Analysis<br />Assessment / Evaluation Criteria<br />
  31. 31. Web collaboration*<br />Didacticuseof web tools& WWW forjointandcollaborativelearning<br />Constructivistapproach learningbyworkingandbysolvingproblemsortaskstogether<br />Different combinationspossible (e.g. hybrid learning, web-enhanced, localand international)<br />18<br />* Also knownas: telecollaboration, web basedcollaboration, online networking<br />
  32. 32. Using web collaborationtosupportinterculturalforeignlanguagelearning<br />Authentic …<br />Practical …<br />Useoftheforeignlanguage<br />Betweenlearnersof different cultures<br />Learntec Karlsruhe – 4. Februar 2010<br />19<br />
  33. 33. What we have accomplished so far (1st year)<br />
  34. 34. What have we accomplished so far?(in the 1st year of the project)<br />Desk research & grassroots analysis report<br /><ul><li> This report presents introductory, summative chapters on the general concepts involved in the project: intercultural communication, English as a foreign language and as a lingua franca, e-learning & Moodle as well as issues of assessment and e-portfolios.
  35. 35. Each chapter also outlines the status of the particular topic within each partner country in policies, curricula, teaching or teacher education. The report can be found on the project website under “Research & Publications”. </li></ul>Empirical study on web collaboration tasks & linguistic strategies<br /><ul><li> An empirical study (carried out by Department of Applied English Linguistics, Uni Tübingen, Germany) provided insight on how international students teams deal with potential activities for the web collaboration.
  36. 36. The linguistic strategies and means employed by the participants went into the web collaboration design process. </li></ul>Theoretical-methodological frameworks<br /><ul><li> partners took up results from the grassroots report and the questionnaires on curricula on teaching to investigate suitable approaches to the web collaboration and workshops
  37. 37. results, frameworks as well as course outlines were summarized in a report on “Theoretical and Methodological Design”</li></li></ul><li>Web collaboration course and supporting materials <br /><ul><li>set up web collaboration course prototype on the icEurope Moodle platform
  38. 38. several constitutive prototypes for the web collaboration were created
  39. 39. prototypes underwent regular feedback from all the partners and pilot teachers</li></ul> <br />The international web collaboration student teams will collaborate on the following topics:<br /><ul><li> General aspects of intercultural communication
  40. 40. Food and eating around the world
  41. 41. International music & creating a song for the international group with lyrics and music (through Wikispaces and with Windows Movie Maker)</li></ul> <br />Teaching support documents andlearning materials were assembled or created and included in the Moodle course:<br /><ul><li> ‘teacher’s notes’: to help teachers carry out a multilateral, intercultural web collaboration, each activity in the course is accompanied by such ‘teacher’s notes’
  42. 42. Moodle guide for teachers
  43. 43. ‘language notes’: they link intercultural foreign language strategies with general intercultural aspects. The didactic aim is to raise higher, comprehensive awareness of intercultural communication from a linguacultural perspective. </li></ul>The icEurope Moodle can be reached online at: <br /><br />
  44. 44. 23<br />“teachingmode“<br />Teacher‘snotes(didacticandtechnicaltipsforteachers) <br />Language andculturenotes(forlearners)<br />
  45. 45. 24<br />“Language Notes“ - example<br />
  46. 46. 25<br />Collaboration example: Forum exchanges<br />
  47. 47. icEurope Demo Course<br />26<br /><br />
  48. 48. Teacher training workshops and supporting materials<br />All icEurope partners will offer freeworkshops on intercultural web collaboration in the English classroom between March and September 2010. Main target groups are English teachers and teacher trainees or students as well as teacher educators.<br />Focus will be on:<br /><ul><li> intercultural communicative competence in English
  49. 49. developing intercultural communicative competence through web collaboration activities
  50. 50. creating own units or activities for this purpose in Moodle & teaching online
  51. 51. sharing ideas on using Moodle and other e-learning tools to foster intercultural communicative competence in the foreign language classroom</li></ul>The workshops are based on a flexible phase model. <br />Workshops thus will be offered either in 2 day face to face sessions or in a blended learning approach with a mix of face to face and online work. <br />A form to pre-register or to receive more information was set up on the website at:<br />A teacher training course was set up on the icEurope Moodle platform. <br />It offers theoretical and methodological introductions on the icEurope topics and background, the general workshop materials, a Moodle sandbox, a sample unit, and the possibility for exchange and networking amongst participants and trainers. <br />
  52. 52. References & websites<br />
  53. 53. References and websites<br />Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.Clevedon: Multilingual Matters.<br />Fantini, A. E. (2005). About Intercultural Communicative Competence: A Construct. VT: Brattleboro. School for International Training.<br />Gochenour, Th. (1993). Beyond Experience. An Experiential Approach to Cross-Cultural Education. Boston: Intercultural Press.<br />Huber-Kriegler, M., Lázár, I. & Strange, J. (2005): Mirrors & Windows – an intercultural communication textbook. Strasbourg: Council of Europe.<br />INCA – Framework & Manuals (LdVProjekt, 2004)<br />Kohn, K. (2006). Blended Language Learning. Potential und Herausforderung. In: Jung, U.O.H. (Hrsg.). Praktische Handreichung für Fremdsprachenlehrer. (4. völlig neu bearb. Aufl.). Frankfurt/M: Peter Lang. <br />Kohn, K. (2009). Computer assisted foreign language learning. In: K. Knapp & B. Seidlhofer (Hrsg.). Foreign Language Communication and Learning. Handbooks of Applied Linguistics, vol. 6. Mouton de Gruyter. <br />Kramsch, C. (1998). Language and Culture. Oxford: Oxford University Press. <br />O&apos;Dowd, R. and Waire, P.(2009). Critical issues in telecollaborative task design. In: Computer Assisted Language Learning, 22:2,173-188.<br />O&apos;Dowd, R. (2007). Online Intercultural Exchange: An Introduction for Foreign Language Teachers. Bristol: Multilingual Matters.<br />Sercu, L. (2002) Autonomes Lernen im interkulturellen Fremdsprachenunterricht. Kriterien für die Auswahl von Lerninhalten und Lernaufgaben. Zeitschrift für Interkulturellen Fremdsprachenunterricht. 7, 2: 1-16<br />Warth, C. (2009) Interkulturelles Englischlernen mit Moodle. E-Learning-Aktivitäten in einer deutsch-amerikanischen Web-Kollaboration. In: zeitschrift für e-learning - lernkultur und bildungstechnologie, 4, 3, 32-48.<br />This project has been funded with support from the European Commission. This presentationreflects the <br />views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.<br />Project info & materials<br /><br /><br />Picture sources<br />(14)<br /><br />(15)<br />
  54. 54. Thank you for your interest in icEurope!<br />On behalf of the entire icEurope crew,<br />Claudia Warth (<br />Don‘t hesitatetocontactus!<br /><br />