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Intercultural Cibercommunicator: representations of languages and cultures in plurilingual chats<br />Escola Superior de E...
1. Aimsofthispresentation<br />observe the emergence and negotiation of images about languages and cultures in chat intera...
2. KeyConcepts<br />Cibercommunicator<br />Online mobility<br />Plurilingual Competence<br />DialogicImaginary<br />
3. EU linguistic policies, plurilingualism and citizens&apos; mobility<br />EU Linguistic policy:<br />regulatory and legi...
4. Conceptsemergingfrom EU linguistic policies<br />New concepts:<br />intercomprehension<br />Plurilingualism<br />New co...
Diagram 1: Model for the Intercultural Communicative Competence (Byram, 1997)<br />
A particular scope:<br />the rise of Internet access <br />the rise of its communicative tools use. <br />Mobility?  &quo...
5. Online mobility and Intercultural Cibercommunicator: a role for dialogic imaginary <br />Online mobility: the result of...
Intercultural Cibercommunicator: The intercultural cibercommunicator is the one who is capable of developing his/her own I...
dialogic imaginary: dialogical construction and negotiation - in the context of online plurilingual chat conversation -of ...
6. Cibercommunicator&apos;s &quot;imaginary folklore&quot;<br />corpus – two plurilingualand intercultural printed chat se...
Online MobilityinAction<br />Chatters use resourcesin a creativewaywith a strategicaim:<br />a. Expressiveresourcesoftheke...
b. Languages<br />1. MotherTongueLanguage<br />“(…) bebedomar)&gt;&gt;o que é BROMA/ (…)mari  (New--York)--(mari)&gt;&gt;j...
6.1. Talkingabout cultural diversity<br />Talking about:<br />Chatters’ self images:‘bete  (Porto)--(bete)&gt;&gt;portugal...
6.2. Talking about plurilingualism<br />Talking about:<br />Chatters’ own and others’ linguistic repertoires:‘beatriz(Port...
Talking about languages as observable “objects” in action:<br />importance– ‘tschinhaALG(Porto)--(tschinhaALG)&gt;&gt;o fr...
similarities and differences - “alam (Porto)--(alam)&gt;&gt;espanhol é parecido com o português, por isso português também...
7. Plurilingual contacts or clashes?<br />“c_trem  (New--York)--(c_trem)&gt;&gt;Francesnao e importante para nada” (French...
“tete  (Porto)--(tete)>>achas que o frances não e assim taõ significativo na nossa aprendizagem?” (Do youreallythinkthatFr...
“tschinhaALG  (Porto)--(tschinhaALG)>>Ctrem porque tens essas ideias aboutthelinguage?” (Ctrem, why do youhavesuchassumpti...
Thesequestionsrepresent a strongaffirmationofidentitywhichcanbefeltinthefollowingexpressiontoo:
”figuinho  (Porto)--(figuinho)>>IN THE US I AGREE BUT IN EUROPE IS IMPORTANTC TREM”</li></li></ul><li><ul><li>Similar opin...
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Intercultural Cibercommunicator: representations of languages in plurilingual chats

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Intercultural Cibercommunicator: representations of languages in plurilingual chats

  1. 1. Intercultural Cibercommunicator: representations of languages and cultures in plurilingual chats<br />Escola Superior de Educação Paula Frassinetti, Portugal<br />EscolaSecundáriaArtísticaSoares dos Reis, Portugal<br />话语与多元文化国际会议<br />Second International Conference onMulticultural Discourses<br />Mário Cruz<br />mariocruz@live.com<br />
  2. 2. 1. Aimsofthispresentation<br />observe the emergence and negotiation of images about languages and cultures in chat interaction <br />to show how that images can promote the online mobility of the intercultural cibercommunicator.<br />
  3. 3. 2. KeyConcepts<br />Cibercommunicator<br />Online mobility<br />Plurilingual Competence<br />DialogicImaginary<br />
  4. 4. 3. EU linguistic policies, plurilingualism and citizens&apos; mobility<br />EU Linguistic policy:<br />regulatory and legislative role (rules and recommendations)<br />application/materialization of those laws in terms of <br />mobility programs (Erasmus, …) and international research teams (LINGUA, …) <br />* promotion of plurilingualism<br />* defense of minority languages<br />Citizens’ mobility<br />
  5. 5. 4. Conceptsemergingfrom EU linguistic policies<br />New concepts:<br />intercomprehension<br />Plurilingualism<br />New competences:<br />plurilingual competence<br />intercultural competence<br />intercultural communicative competence<br />
  6. 6. Diagram 1: Model for the Intercultural Communicative Competence (Byram, 1997)<br />
  7. 7. A particular scope:<br />the rise of Internet access <br />the rise of its communicative tools use. <br />Mobility?  &quot;online mobility&quot;<br />2. Intercultural communicator? &quot;intercultural cibercommunicator&quot;<br />
  8. 8. 5. Online mobility and Intercultural Cibercommunicator: a role for dialogic imaginary <br />Online mobility: the result of the ability of recognize and use technological resources and enrich knowledge which can increase its forthcoming usage.<br />the correct usage of<br />the technological means, <br />the communicative instruments, <br />the linguistic and communicative codes, <br />the mobilization of social and affective predispositions towards the interaction.<br />
  9. 9. Intercultural Cibercommunicator: The intercultural cibercommunicator is the one who is capable of developing his/her own ICC, using the virtual world. Therefore, he is able:<br />i) to demonstrate knowledge about self and others and positive attitudes towards the Otherness. <br />ii) to acquire a deeper understanding about how language works and what is it for<br />iii) to negotiate representations of their own language and culture and of the other’s languages and cultures by means of language and electronic discourse<br />What role for dialogic imaginary ??<br />
  10. 10. dialogic imaginary: dialogical construction and negotiation - in the context of online plurilingual chat conversation -of students’ perceptions (stereotypes, images, representations) about languages, cultures and speakers.<br />This concept implies two others:<br />“places discursives” - the roles played by each participant within the interaction, which are characterized by their dynamic <br />“mouvement de places” - the places (re)built within the interaction <br />
  11. 11. 6. Cibercommunicator&apos;s &quot;imaginary folklore&quot;<br />corpus – two plurilingualand intercultural printed chat sessions<br />we selected some segments of the conversations, which we consider as more relevant and expressive, and we reconstructed the conversational sequences<br />Because of chats’ characteristics: multi-user environment, textual overlaps, destruction of conversational adjacency pairing, unpredictability of subject-matter, “topic migration” and metacommunicative minimalism (CRYSTAL: 2001; HERRING, 1999; ARAÚJO e SÁ & MELO, 2003a and 2003b)<br />
  12. 12. Online MobilityinAction<br />Chatters use resourcesin a creativewaywith a strategicaim:<br />a. Expressiveresourcesofthekeyboard<br />1. smileys<br />“caty (Porto)--(caty)&gt;&gt;és muito brincalhão palaço :9” (You are veryfunnypalaço :9)<br />2. capital letters<br />“didinha (Porto)--(didinha)&gt;&gt;EURO É A EUROPA? JOÃO” (EURO IS EUROPE? JOÃO)<br />3. repetitionofgraphemes<br />“palhaco (New--York)--(palhaco)&gt;&gt;nao fale pra ela shhhh” (Do nottalk to her, shhhh)<br />4. phoneticwriting<br />“smile (Porto)--(smile)&gt;&gt;io gostava mutcho de apranderchines” (Ai wudlaike to learnChainise)<br />5. interjections<br />“palhaco (New--York)--(palhaco)&gt;&gt;ahhhhhh entendi” (Ahhhhh I understandit)<br />
  13. 13. b. Languages<br />1. MotherTongueLanguage<br />“(…) bebedomar)&gt;&gt;o que é BROMA/ (…)mari (New--York)--(mari)&gt;&gt;joke” <br />2. ForeignLanguages<br />“ana (New--York)--(ana)&gt;&gt;porque brasil e um pais muito grande--entaomuits pessoas falam português (…) (BecauseBrazilis a verybigcountry—Therefore a lotofpeoplespeakPortuguese)<br />wakatanka (Porto)--(wakatanka)&gt;&gt;are you reading any book at this moment K? (…)”<br />3. MixtureofLanguages<br />k (New--York)--(k)&gt;&gt;sim, eu e lido o livro o cor roxo. me gusto muito. tu o as lido (…)?<br />4. Codeswitching<br />mari (New--York)--(mari)&gt;&gt;Yo soy chicana<br />mari (New--York)--(mari)&gt;&gt;voubem (…)<br />tete (Porto)--(tete)&gt;&gt;are you chicana?<br />mari (New--York)--(mari)&gt;&gt;how old are you? (…)<br />
  14. 14. 6.1. Talkingabout cultural diversity<br />Talking about:<br />Chatters’ self images:‘bete (Porto)--(bete)&gt;&gt;portugal é muitogiro’ (Portugal is very cute), ‘palhaco (New--York)--(palhaco)&gt;&gt;our cities a dump’, ‘mari (New--York)--(mari)&gt;&gt;Unachicanaesalguienquetieneinteres en los problemassociales, politicos, etc queafectan a la comunidadlatina’.<br />Curiosity towards other’s customs and traditions: ‘Garfield (Porto)--(Garfield)&gt;&gt;SOU FASCINADO PELA CULTURA CHICANA’ (I am fascinated by the Chicana culture); ‘palhaco (New--York)--(palhaco)&gt;&gt;we listened to fado the other day’. <br />
  15. 15. 6.2. Talking about plurilingualism<br />Talking about:<br />Chatters’ own and others’ linguistic repertoires:‘beatriz(Porto)--(beatriz)&gt;&gt; falas muito bem português’ (YouspeakverygoodPortuguese); ‘didinha(Porto)--(didinha)&gt;&gt;ESCREVES MT BEM PORTUGUES’ (YouwritePortuguesein a verygoodway”); <br />linguistic projects: ‘tschinhaALG(Porto)--(tschinhaALG)&gt;&gt;k eutambemqueroaprenderitaliano e tambemalemão’. (K, I want to learn Italian and German as well”)<br />
  16. 16. Talking about languages as observable “objects” in action:<br />importance– ‘tschinhaALG(Porto)--(tschinhaALG)&gt;&gt;o frances é tão importante como o inglesportugues ou italiano’ (Frenchis as important as English, PortugueseorItalian”).<br />difficulties and facilities:<br />language learning– ‘alam (Porto)--(alam)&gt;&gt;iglês é facil de aprender’ (Englishiseasy to learn)<br />language use - ’teca (Porto)--(teca)&gt;&gt;ainda bem que falas português e... muito bem! Também acho que o inglês é dificil mas.... é a nossa linguaunoversal certo?’ (ItisverygoodthatyouspeakPortugueseand… verywellindeed! I thinkthatEnglishisdifficulttoobut… itisour universal language, right?)<br />
  17. 17. similarities and differences - “alam (Porto)--(alam)&gt;&gt;espanhol é parecido com o português, por isso português também é facil” (Spanish does looklikePortuguese, soPortugueseiseasytoo)<br />aesthetic preferences - palhaco (New--York)--(palhaco)&gt;&gt;o portugues eh o mais lindo kkkkk” (Portugueseisthemostbeautifulkkkkk); “, nós também gostamos muito de português”; &quot;palhaco (New--York)--(palhaco)&gt;&gt;englishisugly”; “smile (Porto)--(smile)&gt;&gt;eu adoro inglês” (I loveEnglish)<br />linguistic particularities - “sunlight (Porto)--(sunlight)&gt;&gt;teça e raquel, i think portuguese language is very difficult to be universal because have to many &quot;sintaxes&quot;, its not a simple language”.<br />
  18. 18. 7. Plurilingual contacts or clashes?<br />“c_trem (New--York)--(c_trem)&gt;&gt;Francesnao e importante para nada” (Frenchisnotimportantatall)<br /><ul><li>Thischatterisconfrontedwithrequests for furtherexplanation:
  19. 19. “tete (Porto)--(tete)>>achas que o frances não e assim taõ significativo na nossa aprendizagem?” (Do youreallythinkthatFrenchisnotsoimportant to learn?)
  20. 20. “tschinhaALG (Porto)--(tschinhaALG)>>Ctrem porque tens essas ideias aboutthelinguage?” (Ctrem, why do youhavesuchassumptionsaboutthislanguage?)
  21. 21. Thesequestionsrepresent a strongaffirmationofidentitywhichcanbefeltinthefollowingexpressiontoo:
  22. 22. ”figuinho (Porto)--(figuinho)>>IN THE US I AGREE BUT IN EUROPE IS IMPORTANTC TREM”</li></li></ul><li><ul><li>Similar opinions come upandatthesametimecontraryonesappear;
  23. 23. Chartsformcoalitions, such as Caplow(1984) mentions, whichcanbefeltinthedisagreeingprocessinthediscourse:</li></ul>‘tschinhaALG(Porto)--(tschinhaALG)&gt;&gt;C-trem não digas isso’ (Ctrem, do notsaythat)<br />‘tschinhaALG(Porto)--(tschinhaALG)&gt;&gt;o frances é tão importante como o inglesportugues ou italiano’ (Frenchis as important as English, PortugueseorItalian)<br /><ul><li>Fromonetopic, chatterschange to other, from a representation to anotherone… thismanagementoftopicsandimages (evennotsovisible) istheresultofthecommunicativetensionswhich are establishedbetweenspeakersandtheirlinguisticand cultural repertoires.</li></li></ul><li><ul><li>Thisgroupofexpressions, apparentlydisconnected, are stronglyconnectedbytheexpressionwhichprovoked a certaintensioninthediscourse, contributing for theappearanceof a specifictensioninthediscourseanddiverseimagesconnected to thelinguistic, cultural, social andaffectiverepertoireofthespeakers;
  24. 24. Theresultofthisinteractionistheredefinitionofthechatter’simageryaboutlanguages, culturesandpeoples:</li></ul>‘Joao(New--York)--(Joao)&gt;&gt;THE EURO IS THEN TELLING OF WHAT THE EC IS DOING WITH LANG. EMPHASIZING THE DIFFERENCES’<br />
  25. 25. Conclusion<br />we focused our attention in the appearance of images of languages, cultures and people in the online conversation and their co-construction. <br />these images as signs of affective predispositions and of communicative well-being can help chatters:<br />to get engaged in the interaction,<br />to solve communicative clashes and<br />to co-construct plurilingualintercomprehension<br />we think that it&apos;s the domain of the affect that through the online mobility is mostly observed and explored, since we can find chatting “virtual movements” towards otherness<br />
  26. 26. Intercultural Cibercommunicator: representations of languages and cultures in plurilingual chats<br />Escola Superior de Educação Paula Frassinetti, Portugal<br />EscolaSecundáriaArtísticaSoares dos Reis, Portugal<br />话语与多元文化国际会议<br />Second International Conference onMulticultural Discourses<br />Mário Cruz<br />mariocruz@live.com<br />

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