INTERcCOM

1. INTERcCOM Semi-autonomous blended learning for Intercultural Communication in the Euregio Meuse-Rhine Interreg IV 2009 – 2012 with support of the European Regional Development Fund (ERDF) Anouk Gelan Researcher CTL - Center Applied Linguistics Hasselt University Belgium EUNOM Conference, Barcelona, 14-15 May 2012

2. Semi-autonomous blended learning for Intercultural Communication in the Meuse-Rhine Euregio Structure • Euregio Meuse-Rhine • Need EMR • Project aims • Research questionsandmethodology • Development e-learning modules (semi-autonomousblendedlearning)

3. EuregioMeuse-Rhine • One of the many E.U. border regions collaborating internationally • About 3,9 million inhabitants • About 11.000 km2 • Subregions situated around the river Meuse and west of river Rhine • Sort of mini-Europe: provinces / administrative entities from 3 countries, representing 3 different languages and 5 different cultures

4. NeedEMR3 languages – 5 cultures TR PL First generation drop-out TR 3d generation

5. Project aims General aims • Optimizestudyingandworking in EMR • Prevent braindrain and drop-out by • Improvinglanguageand culture skills different EMR regions: learntocommunicatewithyourneighbour in his/her languagerespecting his/her culture andtopreventmiscommunication Operationalaims • Research on culturaldifferenceswithin the EMR • Development of e-modules forsemi-autonomousblendedlearning • Publicationresultsscientificjournals

6. Consortium Centrum Toegepaste LinguïstiekUHasselt Provinciale Hogeschool Limburg contractant promotor (adm. + fin. coördinator) (wet. coördinator) Rheinisch-Westphälische Technische Hochschule Aachen Hogeschool Zuyd CommArt + Gymnasium St. Leonhard Aachen Université de LiègeInstitut supérieur des langues vivantes * Aachen 5

7. Research questions Language • Which interference errors and other language errors do native youngsters make in the languages of the other EMR border regions? • Which interference errors and other language errors do Polish and Turkish youngsters make in the EMR languages? Are those errors similar to native youngsters’ errors?

8. Frequent language errors • Inventorising frequent language errors per language couple (NL, FR, DE, TR, PL as mother tongue to NL, FR, DE as target language) - by teaching professionals target language • general language errors (e.g. overgeneralisation, interlanguage) • interference errors: contrastive didactics • Labeling errors- by native speaker partners: • very disturbing - stigmatising - hindering communication and causing misunderstandings - non disturbing for native speakers • Basis for development remedial courses for EMR students - by teaching professionals target language • Validation - bynative speaker partners

9. Research questions Culture (valuesandpractises) • Which are the culturalattributes of each of the subregionsand of their migrant youngsters in particular? • Towhatextent do subregionsdiffer in the field of culturalattributes? • Which are the culturalattributes of the 1stgeneration of TurkishandPolishyoungsters? • In what way are culturalattributes of PolishandTurkishyoungsters different from the culturalprofiles of eachsubregion?

10. Why exercises on culture? Are good language skills not sufficient for functioning/feeling well in a new region? • Culture influences verbal (as well as non-verbal) behaviour and perception • Common language ≠common culture (“Dutch – Flemish”) • Insufficient knowledge of the other person's culture > miscommunication, misunderstandings because: • perception through the glasses of one's own culture • things that are different are bad • “Germans are stiff- Belgians are stupid–Dutchmen are loud”

11. What is culture?

12. personality culture Human nature specific for each individual innate + learned specific for group or category learned universal innate What is culture? “not all Belgians are stupid J”Hofstede- Trompenaars • Each individual:

13. practices visible+ change quite fast symbols jargon, hair style, flags… heroes model of behaviour rituals greeting, discours, ceremonials… values invisible + change (very) slowly What is culture? • allindividualsbelongingto the samegroup share the samelayers of culture Hofstede - Trompenaars

14. Survey cultural dimensions Well known studies measure and compare national, larger regional (Flemish-Walloon) cultures Hofstede – Trompenaars – Schwartz… But so far no research on EMR subregions – no comparative research Survey –11 cultural attributes X 4 questions X 3 cat. Respondents • Monochrone Polychrone • Individualism Collectivism • Externalism Internalism • Universalism Particularism • Small power distance Big power distance • Masculinity Femininity • Low uncertainty avoidance High uncertainty avoidance • Ascription Achievement • Long-term orientation Short-term orientation • High context Low context • Formal Informal

15. Development: language & culture learning modules >>> 30 modules >>> combination of each subregion (source language/culture) with each of the other subregions (target language/culture) source language/culture subregion 1 source language/culture subregion 2 source language/culture subregion 3 language/culture subregion 5source language/culture subregion 4 source language/culture Turks source language/culture Pools >>> 5 target languages: BENL, NLNL, DEDE, BEDE, FR Beginning 2013: 20 400 e-learning modules to be distributed for free in EMR!!!

16. Design e-modules • Tutorial CALL: computer as tutor, a program with a recognisable “teaching presence” • Suited for autonomous learning (self-study)+ for semi-autonomous blended learning: self-study based on the individual use of e-modules is combined with a physical face-to-face or on-line coach • Remedial course with • interactive language exercise material based on error analysis (anticipated errors): importance of immediate and tailor-made feedback • interactive culture exercise material based on regional culture research • Suited for teachers + HE students, and different types of learners (learning preferences, linguistic and cultural backgrounds, …) • Development with dedicated authoring software for web environment • Communicative language learning • Include all language competences: listening, reading, speaking, interacting, writing

17. Instruction/teaching presence • Tutorial modes: • Presentation: provide info (i.c. in target language) using text, tables, schemes, pictures, video (interaction limited to clicking, pausing, repeating) • Exploration: learners do the asking clicking on links, pictures, audio, looking for info with the option of skipping info already known • Interrogation: computer does the asking, prompting the student for a response, providing feedback (correct and incorrect answers, score, comment) on accuracy of that response • Didactic progression: from receptive to productive, to synthesis exercises • Contrastive approach: • comparison mother tongue-foreign language & 2 cultures • use of facilitating language elements (positieve transfer) and of language differences causing errors (negative transfer) Hubbard, 2001

18. Practices BELimburg + Liège Dimensions BELimburg-Liège Language exercises IF_NL-FR Culture exercises Module NL-FR BE Limburg Liège AF_FR Content e-modules (e.g. module 1) Communicativethemes Relaxationafter college/work Accomodation Food Transport Extra earnings Studies andceremony Communication Clothingand dress code Shopping Hierarchystudy/work Religionandrituals Associations Studyfacilities Heroes/personalities Miscellaneous Module 1.

19. Module FR-NL Luik BE Limburg Language ex. (AF and IF) Cultural attributes Language Culture ex. Culture Structuree-modules Exercises Theory hyperlinks LINEAR PROGRESSION Culturalpractices • Pronunciationandphonology • 1.1 Separate sounds • 1.2 Stress • (1.3 Liaison) • 1.4 Intonation • Spelling • 2.1 Spelling mistakes • 2.2 Interpunction • Morphology • Syntax • 4.1 Word order • 4.2 Congruence • 4.3 Missing sentenceelements • 4.4 Superfluoussentenceelements • 4.5 Auxiliaryverbs • 5. Lexicologyandsemantics • 5.1 Words • 5.2 Word combinations • 5.3 Expressions • 6. Pragmatics • PR • SP • MO • SY • LE • PG - Source culture - Target culture • Relaxation after college/work • Accomodation • Food • Transport • Extra earnings • Studies and ceremony • Communication • Clothing and dress code • Shopping • Hierarchy study/work • Religion and rituals • Associations • Study facilities • Heroes/personalities • Miscellaneous • Background culture andcommunication • Discovery own culture + how do othersseemy culture • Discovery target culture + comparison • Interpretationbehaviour4.1 each cult. attribute4.2 all cult. attributes • 5. Culturalstrategies

20. Language exercise: example pronunciation FR

21. Culture exercise: example masculinity-feminity Couple Liège – Dutch Limburg Fase 4: interpretation c2 behaviour • A Liège student hires a room in the house of a Dutch family. The man works half-time to take care of the kids and the housekeeping, the woman works full-time.How can you interpret this? (multiple choice exercise) • The man is dominated by the woman. • The woman is a feminist. • This is normal in Dutch Limburg.

22. More information? www.uhasselt.be/ctl Research & development Projects and partners INTERcCOM www.commart.be (spin-off CTL) Marketable e-modules Authoring software for creation of learning modules (web service)