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Promoting intercultural sensitivity through telecollaboration : A practical experience between a Polish and a Spanish university . León, February 2014. CONTENTS. INTRODUCTION AND BACKGROUND. PROJECT DESCRIPTION. PROJECT PHASES. INTERCULTURAL SENSITIVITY

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  1. Promoting intercultural sensitivity through telecollaboration: A practical experience between a Polish and a Spanish university. León, February 2014 Angel Raluy Alonso. University of Vic

  2. CONTENTS INTRODUCTION AND BACKGROUND PROJECT DESCRIPTION PROJECT PHASES INTERCULTURAL SENSITIVITY PRELIMINARY STUDY Angel Raluy Alonso. University of Vic

  3. WHAT IS AN ONLINE INTERCULTURAL EXCHANGE? • An online intercultural exchange refers to the activity of engaging language learners in interaction and collaborative project work with partners from other cultures through the use of online communication tools (O’Dowd, 2007) • Telecollaboration involves internationally dispersed students of language who use internet communication to support academic interaction and intercultural exchange (Belz, 2003) • It is a cost-effective way to develop intercultural awareness and linguistic proficiency (Kern, 2006) Angel Raluy Alonso. University of Vic

  4. MAIN AIMS • Set up a cost-effectiveexchangefordeveloping intercultural awareness • Facilitatelearnerautonomy • Enhanceinteractionviacomputer-mediatedlearning • PromotemobilityacrossEurope (Erasmus) • Givelearners more opportunitiestoimprovelinguisticproficiency in two-waycommunication • Develop new online literacies Angel Raluy Alonso. University of Vic

  5. PROJECT DESCRIPTION • A moodle platform was used to structure the telecollaborativeexchange • E-tandem style asynchronous communication was chosen as a main source of interaction • 10 weeks between October and January 2012/2013 • 25 students from the Faculty of Education (University of Vic) 23 students from the Institute of English (University of Opole) and 2 teachers were involved • http://opolevic.gnomio.com Angel Raluy Alonso. University of Vic

  6. PROJECT PHASES AND TASKS TASKS ARE ASYNCHRONOUS, FOCUSSED ON MEANING AND CLOSELY RELATED TO THE SYLLABUS CONTENT • Familiarisation (2 weeks) Establishingcontact (Müller) • MOODLE PLATFORM TRAINING • INTRODUCTION:Students write an introductory message (200-400 words) about themselves and their main interests • GETTING TO KNOW MY INTERNATIONAL PARTNERS: Students post 2 messages with information about their housing arrangements, and a typical day in their lives Angel Raluy Alonso. University of Vic

  7. 2. Cultural exchange:(6 weeks) discussing traditions and comparing life styles Establishing Dialogue/Critical Reflection • CULTURAL AWARENESS: Present either any cultural artifact from your culture (a music band, a book or a piece of art, a tradition...) to your international partners. • VIDEO UPLOADING: Present your city to your partners. (groups) Record a short video presenting different aspects of your city • CHRISTMAS TRADITIONS: Talk about some of your Christmas Traditions. You may illustrate them with pictures. 3. Evaluation: topic presentation(2 weeks) Angel Raluy Alonso. University of Vic

  8. BENEFITS • Positive students’ response (meaningful and stimulatingproject) • Increasedconfidence in their use of thelanguage(writing) • Opportunityto use the target languageauthentically • Fluentcommunicationwith non native-speakers and more willingnesstocorrespond • Balancedpartnership • Heightenedsensitivityto cultural similarities and differenceswithinEurope Angel Raluy Alonso. University of Vic

  9. CHALLENGES • The role of theteacher • Project timeframe • Error correction • Taskdesign • Digital literacyskills • Deadlines • Assessmentcriteria • Integration of synchronouscommunication • Follow-up Angel Raluy Alonso. University of Vic

  10. PRELIMINARY STUDY ResearchQuestion: How hasthe online intercultural exchange impacted on the students’ intercultural sensitivity? • 25 ThirdyearSpanishundergraduatesmajoring in Education and English • 23 ThirdyearPolishundergraduatesmajoring in English • Qualitativeapproach and interpretativeperspective • Data instrument: Likert ScalebyChenand Starosta, 2000. (24 itemquestionnaire). Categories: • InteractionEngagement • Respectfor Cultural Differences • InteractionConfidence • InteractionEnjoyment • InteractionAttentiveness • Data collectedbefore and aftertheproject Angel Raluy Alonso. University of Vic

  11. InteractionEngagement • …………………. Angel Raluy Alonso. University of Vic

  12. Respectfor cultural differences Angel Raluy Alonso. University of Vic

  13. InteractionConfidence Angel Raluy Alonso. University of Vic

  14. Interactionenjoyment Angel Raluy Alonso. University of Vic

  15. InteractionAttentiveness Angel Raluy Alonso. University of Vic

  16. CONCLUSIONS • HIGH STARTING POINT OF RESPECT FOR CULTURAL DIFFERENCES • IMPROVEMENT OF INTERACTION CONFIDENCE • SIGNIFICANT GAINS IN INTERACTION ENJOYMENT • SLIGHT RISE IN INTERACTION ATTENTIVENESS • FURTHER RESEARCH IS NEEDED Angel Raluy Alonso. University of Vic

  17. THANKS FOR YOUR ATTENTION angel.raluy@uvic.cat

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