Chapter 6. Mutuality, engagement, and agency: Negotiating identity on stays abroad

Jackson, Jane; Higgins, Christina

doi:10.1515/9783110267280.127

Cited by 10 publications

(19 citation statements)

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“…This is a good example of a rich point (Agar, ) where the two participants displayed mutuality (Jackson, ). Not only were Graciela and Dionne exchanging information about xenophobia, each participant also had a chance to see how her interlocutor perceived this issue, and how she herself (and her own cultural context) was viewed by her interlocutor (Scarino, ).…”

Section: Resultsmentioning

confidence: 98%

“…Eugenia's learning is most dramatically demonstrated in her use of capitalization when she asks if the “welcoming” practices Piera has described apply to “boys AND girls?” showing her surprise at discovering an unknown facet of Chilean culture (Byram et al, ). Here both women engage in a relation of mutuality (Jackson, ), decentering from practices of their own cultures while “understand[ing] and accept[ing] people from other cultures as individuals with (. .…”

Section: Resultsmentioning

confidence: 99%

“…Moreover, throughout both sets of chat transcripts, there was significant evidence of mutuality (Jackson, ), as when participants posed follow‐up questions indicating interest in a partner's perspective. In this way, tutors and students were helping each other develop transnational identities (Risager, ) and work toward intercultural competence as they “decenter(ed) from their linguistic and cultural world to consider their own situatedness from the perspective of another” (Scarino, , p. 324).…”

Section: Discussion: Tutor Identity and Intercultural Learningmentioning

confidence: 99%

“…Thus, while cultural pedagogy has often focused on transmitting knowledge about other nations, intercultural pedagogy aims to transform students' identities in the act of learning as “students decenter from their linguistic and cultural world to consider their own situatedness from the perspective of another” (Scarino, , p. 324). Jackson () argues that to achieve this end, mutuality is essential in intercultural encounters, as learners whose interlocutors disengage may find their developing intercultural identities threatened, and withdraw from full engagement themselves. In any case, the process of gaining cultural knowledge through engaging with individuals (or texts) from other groups should be considered necessary though not sufficient for intercultural competence, which crucially involves the development of intercultural identities.…”

Section: Review Of Literaturementioning

confidence: 99%

“…O'Dowd () offers case studies of four pairs of students involved in an exchange between Spanish and British universities. While two pairs successfully struggled to new understandings of controversial practices such as bullfighting, a lack of mutuality and engagement (Jackson, ) in the other two pairs led to reinforcement of stereotypes. A later O'Dowd project (), pairing Spanish and U.S. students during the Iraq war, found that political tensions between the two countries made it difficult for participants to interact.…”

Section: Review Of Literaturementioning

confidence: 99%

See 4 more Smart Citations

Local and global identities in an EFL internet chat exchange

Menard–Warwick

Heredia–Herrera

Palmer³

2013

The Modern Language Journal

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This article reports on intercultural learning by participants in an Internet chat exchange between prospective teachers studying English in Chile and graduate students from a distance learning practicum class in California. To highlight issues of identity in such exchanges, we present case studies of discussions in two online chat groups led by graduate students with contrasting linguistic and cultural backgrounds. In our discourse analysis of the chat transcripts from these two groups, we found differences in how participants oriented to local, national, and global contexts, with one group primarily discussing political and educational issues from a global perspective, while the second group responded to the same issues by giving local examples. We conclude by discussing pedagogical implications for future Internet exchanges that aim to foster intercultural learning within a transnational paradigm of foreign language education.

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Section: Resultsmentioning

confidence: 98%

Section: Resultsmentioning

confidence: 99%

Section: Discussion: Tutor Identity and Intercultural Learningmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

See 3 more Smart Citations

Local and global identities in an EFL internet chat exchange

Menard–Warwick

Heredia–Herrera

Palmer³

2013

The Modern Language Journal

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Are people really strange when you’re a stranger? A longitudinal study of the effect of intergroup contact on host-country identification

Waßmuth

Edinger‐Schons

2018

International Journal of Intercultural Relations

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Due to the ever-increasing trend in globalization and the importance of gaining international experience, the number of students seeking academic and cultural experiences abroad continues to grow every year. The present study longitudinally examines contact with host-nationals, changes in cultural identity, and sojourners' identification with their host country. To that end, four waves of data (n = 157-198) were collected among German students who spent a semester abroad in Indonesia. Over time, these students had more contact with host-nationals and experienced changes in their cultural identity. Lagged structural equation models reveal that contact with host-nationals was positively related to identification with the host country and that this relationship was mediated by changes in individuals' cultural identity. Host-country identification was, in turn, related to students' overall satisfaction with their stay abroad. This study underscores the importance of engaging in contact with locals when staying in a foreign country and contributes to literature by investigating the role of cultural-identity change as an underlying mechanism in the relationship between intergroup contact and host-country identification.

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

Üzüm¹,

Akayoğlu²,

Yazan³

2020

ReCALL

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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.

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Chapter 6. Mutuality, engagement, and agency: Negotiating identity on stays abroad

Cited by 10 publications

References 0 publications

Local and global identities in an EFL internet chat exchange

Local and global identities in an EFL internet chat exchange

Are people really strange when you’re a stranger? A longitudinal study of the effect of intergroup contact on host-country identification

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

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