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A Meta-synthesis of cultura -based projects

Dorothy Chun UC Santa Barbara INTENT Conference, Léon. A Meta-synthesis of cultura -based projects . Different Goals & Models of Telecollaboration. Goals: global and local Internationalization of education Digital literacies Linguistic, intercultural communicative competence (ICC)

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A Meta-synthesis of cultura -based projects

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  1. Dorothy Chun UC Santa Barbara INTENT Conference, Léon A Meta-synthesis of cultura-based projects

  2. Different Goals & Models of Telecollaboration • Goals: global and local • Internationalization of education • Digital literacies • Linguistic, intercultural communicative competence (ICC) • Models • Class to class • Tandem learning

  3. Cultura Model’s Creators & Goals • Furstenberg, Levet & Waryn @ MIT in 1997 • Goals: • to make culture (“the silent language,” the “hidden dimension”) visible • to help students understand the values, attitudes, beliefs and concepts of another culture

  4. Reasons for Meta Synthesis • Why? • To document many different adaptations • To provide advice for future exchanges • How? • Extensive survey sent to 30 known project leaders • Response from 18 (60% return rate)

  5. Research Questions

  6. RQ 1 What were the goalsthat led to the adoption of the Cultura model?

  7. Participant Information Program setting L2 taught 4-year university 15 (83%) English 8 High school 2 (11 %) French2 2-year commcoll 1 (6 %) Samoan 2 Spanish2 Chinese2 Filipino1 German1 Japanese1

  8. Prior Experience with Cultura

  9. Students’ Proficiency Levels

  10. Reasons for Choosing Cultura

  11. Expected Learning Outcomes Language skills (15) Language attitudes (2) Culture skills (7) Cultural knowledge (6) Cultural attitudes (13)

  12. Language vs. Culture Learning

  13. Summary: RQ1 (Goals) • External & internal motivations • Believed in the model • Language skills, confidence, motivation • Improvement in cultural knowledge, skills, awareness, and opennessto another culture

  14. RQ 2 What were the processes in the implementationof the project that built towards the goals?

  15. Cultura One of Course Activities

  16. Features/Activities Used

  17. Modes of Interaction

  18. L1 and L2 in Interactions

  19. Little Teacher Involvement Online

  20. Roles of the Teacher Online

  21. Summary: RQ 2 (Implementation) • Great variability • Only part of curriculum, sometimes extracurricular • Text-based questionnaires & forums most popular; video chats too • Mixture of L1 & L2 used • Teachers’ participation minimal • Exchanges ranged from 3-24 weeks

  22. RQ 3 What kind of datawas gathered in order to determine whether the goals (learning outcomes) were achieved?

  23. Data Gathered for Assessment • Online (9) • Written homework (6) • Survey, interviews (5) • Reflective reports, self-assessment (4) • In class activities (4)

  24. Student Learning Gains Reported Language Culture

  25. Mixed Teachers’ Impressions • Positive (10): • Culture learning • Instructional integration • Negative (2): • Student motivation/interest • Instructional alignment & integration • Mixed (3) or Neutral (4)

  26. Positive Students’ Reactions • Positive (11): • Motivation/interest • Learning community • Language learning • Negative (1): • Lack of partners’ responsiveness • Mixed (3)

  27. Challenges Encountered • Management and logistics (22) • Instructional alignment and integration with curriculum (14) • Student motivation/interest (5) • Technology (4)

  28. Summary: RQ3 Data & LO • Wide variety of datagathered, both online and offline • Learning outcomes: almost as many gains in linguisticareas as in culturalareas • Overall teacher and student satisfaction • Common challenges

  29. Recommendations • 1. Set realistic goals • Know your learners and their abilities/proficiency • Most successful with intermediateandadvanced L2 learners • Consider both linguistic and cultural gains

  30. Recommendations • 2. Planning, planning, planning • Closecommunication • Common goals, curricular commitments • Model adaptation • Appropriate tools and activities • Flexibility • Buy-in at all levels

  31. Recommendations • 3. Follow up on online activities • Online interaction does not ensure learning or understanding • Misunderstandings could have linguistic or cultural origins (or both) • In-depth classroom discussions are essential

  32. Muchas gracias y buenasuerte con susproyectos de futuro!

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