Exploring the fluid online identities of language teachers and adolescent language learners

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA

“…Engaging in this liminal experience, the trainees in this telecollaboration underwent "intercultural learning in the short run," which is conducive to potential "long-term changes" in their ICC development (Menard-Warwick et al, 2013: 971). Corroborating earlier studies (Bueno-Alastuey & Kleban, 2016;del Rosal et al, 2017;Dooly, 2011), the trainees' intercultural learning during telecollaboration corresponded to five components of Byram's (1997) ICC development model (see Figure 1). Specifically, they demonstrated awareness of heterogeneity in their own culture and that of their interlocutors (attitudes and knowledge), critically evaluated the issues of social justice in their own culture (critical cultural awareness), and wanted to learn, construe, and relate the values, perspectives, and practices of other culture during their interaction (skills of interpreting and relating and skills of discovery and interaction).…”

“…Thus, as the classrooms rapidly become more diverse (linguistically and culturally), language teachers' skills of interculturality are increasingly critical. Although teacher training practices have previously used study/student teach abroad for cultural immersion and cross-cultural encounters, telecollaboration proves to be a powerful and inexpensive alternative with impactful potential (Angelova & Zhao, 2016;del Rosal et al, 2017;O'Dowd, 2016). The current study found telecollaboration to be a valuable practice, enabling teacher trainees to relativize their cultural world to deliberate their own situatedness from others' viewpoints.…”

“…This telecollaborative project provided the participants with intercultural encounters that allowed them to dismantle stereotypes and prejudices about their interlocutors by revisiting and revising their preconceived notions of the other (del Rosal et al, 2017;O'Dowd & Eberbach, 2004;Tanghe & Park, 2016). Negotiating their cultural learning through these encounters, many trainees were astounded by the fact that their interlocutors did not fit their preconceived image of the other.…”

“…As such, there are novel communicative conditions that language users must strategically navigate (Risager, 2007). The increasing intercultural and global connections require language teachers to cultivate the skills of interculturality to effectively work with learners with diverse cultural and linguistic identities, and concurrently integrate the development of these skills into their instructional goals (Çiftçi & Savaş, 2018;del Rosal, Conry & Wu, 2017;O'Dowd, 2016). Teacher training courses, such as intercultural communication and multicultural education, help teachers develop these skills mostly through class readings and discussions in teacher training programs.…”

Наставництво В Галузі Навчання Іноземних Мов: Анотована Бібліографія

“…Акцентовано особливості е-менторингу та використання електронних засобів у процесі наставництва студентів та учнів (Mc Call, 2011;del Rosal, Conry & Wu, 2017;O'Dowd, Sauro & Spector Cohen, 2020). Одним із п'яти напрямів, необхідних для глибшого розуміння дистанційного навчання іноземних мов, є дослідження практик наставництва та їхнього впливу на учасників цього процесу (White, 2014).…”