Cosmopolitan speakers and their cultural cartographies

Solé, Cristina

doi:10.1080/09571736.2013.836349

Cited by 31 publications

(11 citation statements)

References 20 publications

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“…The transnational English writing project was conducted in two stages: preparation and exchange. In the preparation stage, we tapped into the power of literature as a site of rich cultural resources that helped learners construct an imagined cultural world (Kramsch & Kramsch, 2000;Ros i Solé, 2013). Specifi cally, the Hong Kong students were asked to choose an ancient Chinese story that manifested a Chinese cultural concept.…”

Section: The Study Context and Participantsmentioning

confidence: 99%

Developing Cosmopolitan Communicative Competence Through Online Transnational Encounters

Wu¹,

Li²

2019

TESL Canada

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This article reports on a study examining the extent to which pedagogical activities can affect students’ cosmopolitan communicative competence (CCC) through online transnational encounters. A total of 58 students from a Hong Kong university and 25 students from an American university were divided into 25 transnational groups. They communicated with each other through Google Docs, sharing culturally rich texts, exchanging views on these texts, and discussing rhetorical and cultural preferences/differences. After analyzing 90,000-word communication transcripts, we found that most of the students demonstrated and developed their cosmopolitan dispositions, skills, and knowledge. Based on these findings, we discuss how the activity contributed to the students’ CCC by addressing four dialectical relations: historicity–modernity, text–context, self–other, and universality–particularity. The participants were challenged to make seemingly culturally irrelevant texts relevant to the transnational peers by moving the (ancient) texts across time scales and sociocultural contexts. The online communication based on the culturally (ir)relevant texts was a valuable site for the learners to enhance understanding about self and other, and examine the intricacies between universal and particular norms, values, and beliefs. The four dialectical relations can function as a set of heuristics for practitioners and researchers to reframe digital English Language Teaching (ELT) practices from the perspective of cosmopolitanism. Cet article est un compte rendu d’une étude menée pour permettre de jeter un regard sur la mesure dans laquelle les activités pédagogiques peuvent affecter la compétence de communication cosmopolite (CCC) des étudiantes et étudiants grâce à des rencontres internationales en ligne. Un groupe d’étudiantes et étudiants dont 58 provenaient d’une université hongkongaise et 25, d’une université américaine, a été subdivisé en 25 groupes transnationaux. Ceux-ci ont communiqué entre eux dans Google Docs pour partager des textes à forte teneur culturelle, échanger des vues sur leurs textes et discuter de préférences/différences en matière de contenu stylistique et de culture. Après avoir analysé des transcriptions d’une longueur globale de 90 000 mots, nous avons été à même de constater que la majorité des étudiantes et étudiants possédaient et développaient des dispositions, des compétences et des connaissances cosmopolites. Sur la base de ces constatations, nous avons cherché à voir ce que l’activité avait apporté à la CCC des étudiantes et étudiants en appliquant quatre relations dialectiques : historicité–modernité, texte–contexte, soi–autre et universalité–particularité. Les participantes et participants ont été mis au défi de prendre des textes en apparence dépourvus de pertinence culturelle et de les rendre pertinents à des pairs transnationaux en transposant les textes (anciens) sur des échelles temporelles et à travers divers contextes socioculturels. La communication en ligne basée sur des textes (non)pertinents a procuré un point de rencontre important pour permettre aux apprenantes et apprenants d’approfondir leur compréhension de soi et de l’autre et de se sensibiliser à la subtilité des rapports qui existent entre les normes, les valeurs et les croyances universelles et particulières. Les quatre relations dialectiques peuvent fonctionner comme un jeu d’heuristiques au niveau de l’enseignement et des recherches en permettant de recadrer les pratiques numériques d’enseignement de l’anglais (ELT) sous l’angle du cosmopolitisme.

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Section: The Study Context and Participantsmentioning

confidence: 99%

Developing Cosmopolitan Communicative Competence Through Online Transnational Encounters

Wu¹,

Li²

2019

TESL Canada

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“…Furthermore, because the case study in Article 3 focuses on analytical strands related to intertextuality and the affective dimension of the literary encounter, relevant theoretical and empirical research pertaining to these particular concerns are also addressed. problematic, and it has been argued that it does not adequately reflect the interactional and dynamic nature of intercultural encounters (Dervin, 2010(Dervin, , 2016Matsuo, 2012;Ros i Solé, 2013).…”

Section: Previous Researchmentioning

confidence: 99%

“…Article 1 offers a different take on this model than can be found in previous critiques (e.g. Dervin, 2010Dervin, , 2016Matsuo, 2012;Orsini-Jones & Lee, 2018;Ros i Solé, 2013) by discussing the following research question:…”

Section: A New Perspective On An Established Model Of Iccmentioning

confidence: 99%

Fostering the “Intercultural Reader”? An Empirical Study of Socio-Cultural Approaches to EFL Literature

Hoff

2017

Scandinavian Journal of Educational Research

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“…The Cosmopolitan Speaker engages and empathises with the world and the moral dilemmas of the culture under study. The Cosmopolitan Speaker is affected by the emotion of other peoples' suffering (Ros i Solé, 2013).…”

Section: Cosmopolitan Approaches To Dialogic and Sympathetic Imaginationmentioning

confidence: 99%

Cosmopolitan imaginings: creativity and responsibility in the language classroom

Quist

2013

Language and Intercultural Communication

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Appreciating difference and combating intolerance are inadequate to effect intercultural transformative experiences in an age of complexity, ambiguities and mobilities. I argue that the tolerance view of intercultural communication is patronising and does not prepare students for future roles in which they can impact upon the world. To realise their 'obligation to others' students need the freedom to imagine themselves in roles where they engage with others in responsible ways. Utilising sympathetic and dialogic imagination opens up spaces in the classroom where learners can frame their language learning as ethical intercultural engagements. Referring to a case study of an oral presentation task in a Dutch language class as part of a modern language degree, I show how students use their creativity, cosmopolitan perspectives and multiple voices to reauthor themselves as ethical future professionals.Als we interculturele transformatie willen bereiken in deze tijd van complexiteit, ambiguïteit en mobiliteit volstaat het niet om alleen intolerantie tegen te gaan en verschil te appreciëren. Ik beargumenteer dat het tolerantieperspectief van interculturele communicatie betuttelend is en studenten niet voorbereidt op toekomstige posities waarin ze invloed kunnen uitoefenen op de wereld. Om onze 'verplichting tegenover anderen' na te komen, hebben studenten de vrijheid nodig om zichzelf in te kunnen leven in situaties waarin zij met anderen omgaan op een verantwoordelijke en respectvolle manier. Gebruik maken van sympathiek en dialogisch inlevingsvermogen creëert ruimte in de vreemdetaalklas waarin studenten hun taalactiviteiten kunnen plaatsen binnen een ethisch intercultureel kader. Ik verwijs naar een casusstudie van een mondelinge presentatie tijdens een les Nederlands als vreemde taal, en laat zien hoe studenten hun creativiteit, cosmopolitisch perspectief en hun meerstemmigheid gebruiken om zichzelf neer te zetten als toekomstig beroepskundige individuen.

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Cosmopolitan speakers and their cultural cartographies

Cited by 31 publications

References 20 publications

Developing Cosmopolitan Communicative Competence Through Online Transnational Encounters

Developing Cosmopolitan Communicative Competence Through Online Transnational Encounters

Fostering the “Intercultural Reader”? An Empirical Study of Socio-Cultural Approaches to EFL Literature

Cosmopolitan imaginings: creativity and responsibility in the language classroom

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