“Te das cuenta de que el mundo puede ser tan distinto y similar al mismo tiempo”telecolaboración y desarrollo de la competencia intercultural en la educación superior

  1. Sevilla Pavón, Ana 1
  2. Haba Osca, Julia 1
  1. 1 Departament de Filologia Anglesa i Alemanya Universitat de València
Revista:
Didáctica. Lengua y literatura

ISSN: 1130-0531,  1988-2548

Any de publicació: 2016

Número: 28

Pàgines: 263-284

Tipus: Article

DOI: 10.5209/DIDA.54088 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Didáctica. Lengua y literatura

Resum

This paper revolves around the integration of telecollaboration, or online intercultural exchange, in higher education settings for the development of the intercultural competence in the English as a Foreign Language classroom. The perspective of the participants in a telecollaboration exchange from both Spain and the United States is analysed. The students collaborated in plurinational, multicultural groups so as to complete a set of tasks, the cognitive complexity of which was progressively increased: creating a digital profile, recording an introduction video, multimedia interaction (e.g. text, audio, videoconferencing) discussing and debating suggested topics, creating digital stories and planning and delivering an oral presentation. The qualitative and quantitative data analysed were gathered by means of a pre- and a post-questionnaire. The complexity of carrying out these kinds of projects points out the need for a curricular revision which allows for the normalisation (Bax, 2000, 2003; Chambers & Bax, 2006) of Information and Communications Technologies in the classroom. This in turn would imply an effective and integrated use of those technologies within 21st century teaching practices. Furthermore, institutional support in the form of recognition, provision of resources and inclusion of such projects in the syllabus stands out as the key element for the achievement of the goals of these kinds of initiatives.

Referències bibliogràfiques

  • Álvarez González, Severina (2010): “La relevancia del enfoque intercultural en el aula de lengua extranjera”, Madrid, Revista Nebrija de Lingüística Aplicada, 9, 1-15.
  • Anderson, L. W. y D. R. KRATHWOHL (eds., 2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives, New York, Longman.
  • Bandura, Albert (2001): “The changing face of psychology at the dawning of a globalization era”, Ottawa, Canadian Psychology, 42, 12–24.
  • Bax, Stephen (2000): “Putting technology in its place: ICT in modern foreign language”. En FIELD, K. (ed.), Issues in modern foreign language teaching, Abingdon, Routledge/Falmer, 208-219.
  • Bax, Stephen (2003): “CALL: Past, present and future”, Philadelphia, System, 31, 13-28.
  • Belz, Julie Anne (2003): “Linguistic perspectives on the development of intercultural competence in telecollaboration”, Language Learning & Technology, 7 (2), 68-117. http://llt.msu.edu/vol7num2/belz/default.html [consulta: 23 febrero 2016].
  • Bloom, B. S., M. D. Engelhart, E. J. Furst, W. H. Hill y D. R. Krathwohl (1956): Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain, New York, David McKay Company.
  • Boud, D., R. Cohen y J. Sampson (1999): “Peer Learning and Assessment”, Assessment & Evaluation in Higher Education, Milton Park, Abingdon-on- Thames, Taylor & Francis, 24, (4), 413-426.
  • Bower, J. y K. Satomi (2011): “Negotiation of meaning and corrective feedback in Japanese/English eTandem”, Language Learning & Technology, 15 (1): 41– 71. http://llt.msu.edu/issues/february2011/bowerkawaguchi.pdf [consulta: 24 febrero 2016].
  • Brislin, R. W. y T. YOSHIDA (1994): Intercultural communication training: An introduction, Thousand Oaks, Sage.
  • Byram, Michael (1997): Teaching and assessing intercultural communicative competence, Clevendon, Multilingual Matters.
  • Byram, Michael (2000): “Assessing Intercultural Competence in Language Teaching”, Aarhus, Sprogforum, 18 (6), 8-13.
  • Byram, M. y M. FLEMING (1998): Language learning in intercultural perspective, Cambridge, Cambridge University Press.
  • Chambers, A. y S. Bax (2006): “Making CALL work: Towards normalization”, Philadelphia, System, 34, 465-479.
  • Comisión Europea. Boletín de noticias. http://ec.europa.eu/education/opportunities/school/cooperation-schools_en.htm [consulta: 16 febrero 2016].
  • Consejo de Europa (2001): Common European framework of reference for languages: Learning, teaching and assessment, Cambridge, Cambridge University Press.
  • Dooly, Melinda (2008): “Constructing knowledge together”, en M. DOOLY (ed.), Telecollaborative language learning. A guidebook to moderating intercultural collaboration online, Bern/Wien, Peter Lang, 21-44.
  • Dooly, M. y R. O'dowd (2012): Researching online interaction and exchange in foreign language education, Bern/Wien, Peter Lang.
  • Eck, A., L. Legenhausen y D. Wolff (1995): Telekommunikation und Fremdsprachenunte-rricht: Informationen, Projekte, Ergebnisse, Bochum, Broschiert.
  • Foster, P. y A. S. Ohta (2005): “Negotiation for Meaning and Peer Assistance in Second Language Classrooms”, Applied Linguistics, Oxford, Oxford Journals, 26 (3), 402-430.
  • Fuchs, Carolin (2007): “Student language teachers as intercultural learners in CMC-based project work”, Göteburg, Journal of Intercultural Communication, 13. http://www.immi.se/intercultural/nr13/fuchs.htm [consulta: 23 junio 2016].
  • Giddens, Anthony (2014): Sociología, Madrid, Alianza.
  • Gilmore, Alex (2007): Authentic materials and authenticity in foreign language learning. Language Teaching, Cambridge, Cambridge Journals, 97-118.
  • Guilherme, Manuela (2004): “Intercultural Competence”, en BYRAM, M. (ed.): Routledge encyclopaedia of language teaching and learning, London, Routledge.
  • Guth, S. y F. Helm (2011): Developing multiliteracies in ELT through telecollaboration, Oxford, Oxford University Press. ELT Journal.
  • Guth, S. y F. Helm (2012): “Developing multiliteracies in ELT through telecollaboration”, English Language Teaching Journal, Oxford, Oxford Journals, 66 (1). 42–51.
  • Guth, S., F. Helm y R. O’dowd (2014): “Telecollaborative foreign language networks in European universities: A report on current attitudes and practices”, Bellaterra Journal of Teaching & Learning Language & Literature, Barcelona, UAB, 7 (4), 1-14.
  • Hauck, M. y B. Youngs (2008): “Telecollaboration in multimodal environments: The impact on task design and learner interaction”, Computer Assisted Language Learning, Milton Park, Abingdon-on-Thames, Taylor & Francis, 21 (2), 87–124.
  • Jones, Leo (2007): The student-centered classroom, Cambridge, Cambridge University Press.
  • Kern, R., P. Ware y M. Warschauer (2004): “Crossing frontiers: New directions in online pedagogy and research”, Annual Review of Applied Linguistics, Cambridge, Cambridge Journals, 24, 243-260.
  • Knobel, M. y C. Lankshear (2008): “Digital literacy and participation in online social networking spaces”, en LANKSHEAR, C. and KNOBEL, M. (eds.), Digital Literacies, New York, Peter Lang, 249-278.
  • Koch, Gertraud (2009): “Intercultural Communication and Competence Research through the Lens of an Anthropology of Knowledge”, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10 (1), Art. 15, 1–21.
  • Little, David (1997): “Learner autonomy in the foreign language classroom: theoretical foundations and some essentials of pedagogical practice”, Zeitschrift für Fremdsprachenforschung, Uhr, Oldenburg Schulbuchverlag, 8 (2), 227–244.
  • Lizcano, Emmánuel (1999): “La metáfora como analizador social”, Madrid, EMPIRIA, Revista de Metodología de Ciencias Sociales, 2, 29-60.
  • Martin, A. y D. Madigan (2006): Digital Literacies for Learning, London, Facet Publishing.
  • Mayer, Richard (2002): “Rote Versus Meaningful Learning”, Special Issue: Revising Bloom’s Taxonomy, Milton Park, Abingdon-on-Thames, Taylor & Francis, 41 (4), 226-232.
  • Meyer, Meinert (1990). “Developing transcultural competence: case studies of advanced foreign langauge learners”, en BUTTJES, D. y BYRAM, M. (eds.): Mediating languages and cultures: Towards an intercultural theory of foreign language education, Clevedon, Multilingual Matters.
  • O’dowd, Robert (2013): The competences of the telecollaborative teacher. The Language Learning Journal, 43 (2), 194–207. http://dx.doi.org/10.1080/09571736.2013.853374 [consulta: 14 junio 2016].
  • Pastor, Susana (2005): “La enseñanza de segundas lenguas”, en LÓPEZ, A. y GALLARDO, B. (eds.) Conocimiento y Lenguaje, Valencia, PUV.
  • Pérez Cañado, María Luisa (2010): "Globalisation in foreign language teaching: Establishing transatlantic links in higher education". Higher Education Quarterly, 64: 392–412. http://dx.doi.org/doi: 10.1111/j.1468-2273.2010.00451.x [consulta: 14 junio 2016].
  • Pérez Cañado, María Luisa (2013, ed.): Competency-based language teaching in higher Education, Dordrecht, Springer.
  • Prensky, M. (2001): “Digital Natives, Digital Immigrants Part 1”, On the Horizon, 9 (5): 1–6. http://dx.doi.org/10.1108/10748120110424816 [consulta: 16 febrero 2016].
  • Richards, J. y T. Rodgers (2014): Approaches and methods in language teaching, Cambridge, Cambridge University Press.
  • Sevilla-Pavón, A, A. Martínez-Sáez y J. M. De Siqueira (2011): “Selfassessment and tutor assessment in online language learning materials: InGenio FCE online course and tester”, en Thouesny, S. y Bradley, L. (eds.) Second language teaching and learning with technology: Views of emergent researchers, Dublin, Research-publishing.net http://dx.doi.org/10.14705/rpnet.2011.000006 [consulta: 24 febrero 2016].
  • Sevilla Pavón, A. y J. Haba Osca (En prensa): “Learning from real life and not books: A gamified approach to task design in transatlantic telecollaboration”, Ibérica, 32, Castellón, AELFE.
  • Skehan, Peter (2003a): “Focus on form, tasks, and technology”, Computer Assisted Language Learning, Milton Park, Abingdon-on-Thames, Taylor & Francis, 16 (5), 391-411.
  • Skehan, Peter (2003b): “Task-based instruction”, Language Teaching, Cambridge, Cambridge Journals, 36, 1-34.
  • Van Dijk, Jan (2005): The deepening divide, inequality in the information society, Thousand Oaks/London/New Delhi, Sage Publications.
  • Van Dijk, J. y K. Hacker (2003): “The digital divide as a complex and dynamic phenomenon”, The Information Society, Milton Park, Abingdon-on-Thames, Taylor & Francis, 19 (4), 315-326.
  • Vinagre Laranjeira, Margarita (2014): "El desarrollo de la competencia intercultural en los intercambios telecolaborativos". RED - Revista de Educación a Distancia, 41, 1-22.
  • Vinagre Laranjeira, Margarita (2016): "Training teachers for virtual collaboration: A case study". British Journal of Educational Technology, 47 (4), 787–802.
  • Vygotsky, Lev (1978): Mind and society. Cambridge, Harvard University Press.
  • Willis, Jane (1996): A framework for task-based learning. Longman handbooks for language teachers, Harlow, Longman.
  • Wiseman, Richard (2001): “Intercultural Communication Competence”, en GUDYKUNST, W. y MODY, B. (eds.), Handbook of intercultural and international communication, Newbury Park, Sage Publications.
  • Yang, J., Y. Huiji, S.J. CEN, y R. Huang (2014): “Strategies for smooth and effective cross-cultural online collaborative learning”, Alberta, Educational Technology & Society, 17 (3), 208–221.
Fuente de los datos: Dialnet