The document discusses several perspectives on using computer-mediated communication (CMC) in second language classrooms. Some of the key points made include: CMC allows students to communicate without fear of making errors in front of others, but it may prevent genuine face-to-face interaction; noticing differences between cultures is important for language learning, and CMC provides opportunities for intercultural exchange; addressing surface-level cultural behaviors is not enough, deeper exploration of cultural beliefs and values is needed; gaining multiple perspectives on cultural practices is valuable for students. The document questions how CALL can facilitate gaining cultural understanding and competence.

1. Round up #5: CALL and Culture November 9, 2006 CALL and Pedagogy Moderators: Carly Blanchard and Janine Poreba

2. Intracultural CMC in the L2 classroom “ Students would not be afraid of committing errors in front of the whole group and in front of the teacher (with CMC)” (Al zaanin, 2006)

3. “ Interfacing with other students online should just be a step along the way - because doesn't it then become sort of a screen for students to hide behind?” (Jenks, 2006) http://blog-efl.blogspot.com/2006/07/using-recorded-skype-conversations-as.html

4. But.. “ A feeling and a chemistry of face-to-face communication cannot be realized through CMC, (nor can) paralinguistic features of strategic significance for the success of the communication. In cross-cultural settings, it is also important to be aware of roles and meanings of the paralinguistic features” (Abrar ul Hassan, 2006)

5. Additionally… “ I have never used CMC to communicate in an L2 with anyone who spoke my L1. But, I think that CMC can be an established "place" where people can go and alter their identities for a while for a purpose” (Garcia, 2006)

6. Intercultural Exchange and CMC “ This process of noticing is uncannily similar to the learning process which Zull describes in the Brain book.” (Raich, 2006)

7. “At the top of the iceberg… “… are the behaviors, external attributes that we can see … (e.g., physical attributes, language, gestures, etc). However just beneath the water lie our beliefs and beneath our beliefs lie our values and thought patterns…in language classrooms, we mostly address the behavior issues (e.g. the dos and don’ts of the target culture, traditions, holidays, etc) but never really go beyond these issues” (Osteen, 2006)

8. Intercultural competence, understanding, and communication… “ like a circle, without any starting point” (Kawase, 2006)

9. Gaining perspective on culture through CALL “ students should be aware of themselves as a cultural being…A lesson may also need to be given which addresses stereotypes and misconceptions” (Morisoli, 2006) http://www.pacific.edu/sis/culture/pub/1.0_-_If_you_are_Going_Abroa.htm

10. One culture, different perspectives… “ At first, I would like to have my students pick what would be indispensable for their daily lives or what they should know to live in comfort in their own cultures. I would then ask them to think whether what is necessary in their own culture is also necessary in the target culture” (Urabe, 2006)

11. Gaining more perspective… “ students need to verify their information (from the internet) from people from the target language culture by conducting interviews with people from that culture or through CMC” (Nassif, 2006)

12. Cultural Miscommunication “ look at humorous examples of cultural miscommunication and then reflect on what went wrong” (Present-Thomas, 2006)

13. Dealing with cultural stereotypes with CALL

14. “ Visiting different cultures promotes cultural competence at a deeper level ” (Kawase, 2006) What are YOUR opinions? How does CALL facilitate this process (or not)?