“Build[ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education

Tanghe, Sofie; Park, Gloria

doi:10.1016/j.system.2016.01.002

Cited by 30 publications

(23 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Trainees' differing perceptions and objectives in the project influenced their learning gains in terms of these skills. Lastly, Tanghe and Park (2016) investigated the intercultural experiences of four teacher trainees in a semester-long telecollaboration by focusing on their acts of positioning vis-à-vis the contexts and course materials. The participants demonstrated "visible transformations" in their intercultural competence and "moved away from essentialized beliefs about one another, dismantled prejudices, and altered pre-conceived notions" (Tanghe & Park, 2016: 9).…”

Section: Framework For Intercultural Communicative Competencementioning

confidence: 99%

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

Üzüm¹,

Akayoğlu²,

Yazan³

2020

ReCALL

View full text Add to dashboard Cite

Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.

show abstract

Section: Framework For Intercultural Communicative Competencementioning

confidence: 99%

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

Üzüm¹,

Akayoğlu²,

Yazan³

2020

ReCALL

View full text Add to dashboard Cite

show abstract

“…The integration of the Internet and computer technologies into teacher education, which has become more practical with technological innovations and ease of access to the necessary equipment, provides valuable opportunities to the programs and studies (Bates, Huber, & McClure, 2016). Recent research demonstrates that PT collaboration can exceed the walls of meeting rooms and expand to international interactions and is considered effective in English teacher education (e.g., Tanghe & Park, 2016). Moreover, online collaboration platforms, in which various stakeholders of practicum can come together, promotes PT professional development (Dorner & Kumar, 2016).…”

Section: Online Collaboration In Pre-service Efl Teacher Educationmentioning

confidence: 99%

“…Collaboration among foreign language teachers is thought to be quite promising, not only within a country but also across countries (Tanghe & Park, 2016). However, it should also be considered that the manner in which a collaboration is designed affects the manner in which the partners benefit from the process.…”

Section: Implications For Further Studiesmentioning

confidence: 99%

Akranlarla Ve Akranlardan Mesleki̇ Öğrenme: İngi̇li̇zce Öğretmen Adaylarinin Ortak Çalişmaya Dayali Ders Planlama Yansimalari

Rakicioğlu-Söylemez¹,

Ölçü-Dinçer²,

Balikçi³

et al. 2018

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English as a foreign language (EFL) teacher education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers' reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers' training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers.

show abstract

“…Most of the current literature concerning CMIC activities in language curricula focuses on positive aspects of students' learning experiences and on the pedagogical potential of new CMC technologies—reporting both in many cases (see more examples in Bray, ; Jin, ; Machado, Klein, Freitas, Schlemmer, & Pedron, ; O'Dowd, ; Schenker, ; Tanghe & Park, ). However, it has also been noted that “online intercultural exchanges are extremely complex and dynamic educational contexts” (Turula, , p. 21), which are not without significant challenges.…”

Section: Introductionmentioning

confidence: 99%

Implementing computer‐mediated intercultural communication in English education: A critical reflection on its pedagogical challenges

Lee

2018

Computer Assisted Learning

View full text Add to dashboard Cite

Integrating computer-mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the increasing number of successful examples reporting positive outcomes of adopting CMIC activities in language-learning environments, it has also been noted that there are significant pedagogical challenges observed when CMIC activities are introduced into classrooms. However, previous studies tend only to briefly mention some of those challenges and to list general solutions to them, rather than deeply engaging with the issues and their educational and social consequences upon students' learning practices. Thus, this qualitative case study documents diverse pedagogical challenges faced by Korean students and teacher in their English-as-a-foreign language classroom, in which a series of CMIC activities were set up and conducted. The challenges analysed in this paper include the unrealistically high implementation cost, the educational inequality issues created by irreducible gaps in students' socio-economic backgrounds, and the unresolved struggles to develop positive student subjectivities and linguistic identities. In conclusion, the article proposes three instructional principles, drawn in turn from the two closely interrelated theories: multiliteracies pedagogy and critical pedagogy. Fundamentally, the author argues that effective adoption of CMIC activities needs a more pedagogically, socially, and culturally sensitive approach.supporting learners in developing their own identities as well as those of the "others" in the increasingly multicultural society.Researchers who have examined English education systems in non-English-speaking countries, however, have observed a significant discrepancy between a growing societal emphasis on Englishas-a-foreign language (EFL) learning and the perceived ineffectiveness of English curricula-particularly in public schools that extensively focus on grammar and translation exercises without providing authentic English communication opportunities (Butler,

show abstract

“Build[ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education

Cited by 30 publications

References 15 publications

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

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

Akranlarla Ve Akranlardan Mesleki̇ Öğrenme: İngi̇li̇zce Öğretmen Adaylarinin Ortak Çalişmaya Dayali Ders Planlama Yansimalari

Implementing computer‐mediated intercultural communication in English education: A critical reflection on its pedagogical challenges

Contact Info

Product

Resources

About