Introduction on Case Studies of Openness in the Language Classroom

Beaven, Ana; Comas-Quinn, Anna; Sawhill, Barbara

doi:10.14705/rpnet.2013.000105

Cited by 3 publications

(2 citation statements)

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“…Furthermore, other investigations have expanded the perception we have about OERs. Bryant (2013), Beaven et al (2013) and Capellini (2013)demonstrated that the use of OERs promotes learner autonomy that does not necessary imply learning alone. With the current investigation it was possible to see that students enhanced autonomy as they were motivated by the content of the OERs implemented and the benefits they brought for their English learning process.…”

Section: Discussionmentioning

confidence: 99%

Integrating open educational resources in general english courses to strengthen speaking skill

Pachón¹

2015

PRA

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The current research integrated Open educational resources —OER— in a general english course at Uniminuto, a private university located in Bogotá. The primary objective was to innovate the process of teaching English as a foreign language through the use of Open educational resources to develop speaking skills in students with a B1.1 level. As a result, it was possible to identify that the OER allowed students to improve the way they speak and communicate with others in English. Moreover, the resources helped the students to develop an autonomous learning style and improve their digital skills.

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Section: Discussionmentioning

confidence: 99%

Integrating open educational resources in general english courses to strengthen speaking skill

Pachón¹

2015

PRA

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“…As a consequence, a need to redefine the concept of intercultural competence and the concept of intercultural communicative competence emerges. The rethinking of these key concepts draws on authors and researchers who have recently discussed the elusive problem of defining intercultural competence (Byram, 2012;Deardoff, 2009;Dervin, 2009;Rathje, 2007;Spitzberg & Changnon, 2009) and pointed out the polysemic nature of the term "intercultural," which is often used interchangeably with a number of variants derived from "culture," such as "cross-cultural," "transcultural, "intercultural," all used as labels for the same meaning (Beaven, Comas-Quinn, & Sawhill, 2013). Furthermore, Byram (2012), Holliday (2012) and others discuss the problem of a proliferation of rather confusing terminological variants in the field of "interculturality," all entailing very different ways of treating cultural matters in intercultural contacts, thus indicating the coexistence of multiple and sometimes contradictory approaches to facilitating the process of developing (inter)cultural awareness and intercultural communicative competence.…”

Section: The Ierest Educational Resourcesmentioning

confidence: 99%

Tracing intercultural and interlinguistic moves within and beyond student mobility programmes: The case of the IEREST project

Čebron

2017

SSLLT

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The paper presents the core aims and objectives of the teaching materials developed within the IEREST (Intercultural Education Resources for Erasmus Students and their Teachers) project, and shows how the innovative approach adopted for these activities can be implemented in the classroom. The IEREST teaching modules are innovative in that the approach adopted draws strongly on the notions of critical cosmopolitanism (Holliday 2012) and intercultural communicative competence (Byram 1997 and. The activities in the modules promote a view of culture as a negotiated "process" among individuals, small or large groups and intercultural communication as a co-construction of meaning conveyed across linguistic and cultural boundaries, thus rejecting explicitly any "essentialist" attitudes and simplistic overgeneralisation of "otherness." The approach to language use in intercultural encounters observes how the above concepts are expressed in a number of contexts, while also building on the view that intercultural communication among bilinguals often takes advantage of a lingua franca, a foreign language that all the participants in the communicative activity have in common because they had learned it. Taking into account the concept of "linguaculture" (Risager 2012) the modules seek to raise awareness of the negotiating process in rendering meaning through a linguistic and cultural blend of both the target language and the speake's first language. 212The paradigm shift proposed by the IEREST Modules indicates a need to rethink current practices in intercultural education and to acknowledge societal changes in multilingual Europe and beyond.

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Intercultural activities through the eyes of students: feedback from the IEREST project

Čebron¹,

Golubeva²,

Osborne³

2015

JoLIE

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Introduction on Case Studies of Openness in the Language Classroom

Cited by 3 publications

References 1 publication

Integrating open educational resources in general english courses to strengthen speaking skill

Integrating open educational resources in general english courses to strengthen speaking skill

Tracing intercultural and interlinguistic moves within and beyond student mobility programmes: The case of the IEREST project

Intercultural activities through the eyes of students: feedback from the IEREST project

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