Teaching comments: intercultural communication skills in the digital age

Ware, Paige

doi:10.1080/14675986.2013.809249

Cited by 32 publications

(40 citation statements)

References 6 publications

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“…This first type of mentoring was proactive and preplanned to anticipate issues and mitigate lack of interaction and communication that might arise during the virtual exchange. It took the form of presenting or modeling successful online interaction strategies found in previous exchanges by Ware () to raise students’ awareness of techniques they could use to facilitate their own online discussions with their international partners. Although Ware’s strategies were developed to specifically address the interactions of adolescent learners, they served as a clear and accessible instructional tool for this type of mentoring while also serving as a consistent coding tool to directly examine the influence of pedagogical mentoring on interaction.…”

Section: Methodsmentioning

confidence: 99%

“…First, as recommended by Ware (), prior to the exchange Type 1 mentoring can be used to introduce students to linguistic and interactional features and strategies (e.g., Rourke et al’s, , three subcategories of social presence) that are common to successful virtual exchanges and can facilitate social presence across different communication media. However, our research here (in line with Dooly, ) has demonstrated that, by and large, online intercultural communication cannot be pretaught per se.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

“…The first approach to pedagogical mentoring in virtual exchange involves providing students with examples or models of effective or appropriate online interaction strategies before they engage in online interaction with their partners. Probably the best example of this approach is Ware (), who identified in the literature a series of linguistic and interactional features that were considered characteristic of successful online intercultural interactions.…”

Section: Literature Review: Pedagogical Mentoring In Virtual Exchangementioning

confidence: 99%

“…While recognizing that online interaction norms and strategies are variable and can come with personal and cultural nuances, Ware () proposed that teachers could explore with their students a collection of examples of online messages that were considered culturally and pragmatically appropriate in their local context, but that might be misunderstood by their partner class. She also suggested that teachers use extracts from previous online interactions to engage their students in discussions about how language choices can shape interaction, about how they would respond to particular comments, and about how comfortable they would feel dealing with certain topics and interactional styles in online intercultural communicative contexts.…”

Section: Literature Review: Pedagogical Mentoring In Virtual Exchangementioning

confidence: 99%

“…The use of examples from previous exchanges is also recommended by Müller‐Hartmann and O’Dowd (). As with Ware (), the authors do not propose a prescriptive approach of teaching one unique approach to interacting online successfully, but rather recommend using examples of successful and less successful online interactions to sensitize students to how culture, technology, and language can interact to shape meanings in online communicative contexts.…”

Section: Literature Review: Pedagogical Mentoring In Virtual Exchangementioning

confidence: 99%

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The Role of Pedagogical Mentoring in Virtual Exchange

2019

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Virtual exchange, or telecollaboration, is a well‐known pedagogical approach in foreign language education that involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of their educational programmes. This article focuses on the role of the teacher as pedagogical mentor in virtual exchange and examines the impact of the strategies and techniques that teachers use in their classes to support students’ learning during their online intercultural projects. The article begins with a proposed categorization of pedagogical mentoring reported in the literature to date. It then reports on the outcomes of a virtual exchange project carried out by three classes of initial English teacher education in Israel, Spain, and Sweden that involved two types of pedagogical mentoring. Qualitative content analysis enabled the identification of the impact of mentoring that took place before the exchange and also revealed insights into what students learned when their own online interactions were integrated into class work. The article concludes by discussing the limitations and challenges of different types of pedagogical mentoring in virtual exchange and by outlining a list of recommendations for carrying out pedagogical mentoring in such projects.

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Section: Methodsmentioning

confidence: 99%

Section: Pedagogical Implicationsmentioning

confidence: 99%

Section: Literature Review: Pedagogical Mentoring In Virtual Exchangementioning

confidence: 99%

Section: Literature Review: Pedagogical Mentoring In Virtual Exchangementioning

confidence: 99%

Section: Literature Review: Pedagogical Mentoring In Virtual Exchangementioning

confidence: 99%

See 3 more Smart Citations

The Role of Pedagogical Mentoring in Virtual Exchange

2019

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Critical digital literacies at school level: A systematic review

Ilomäki,

Lakkala,

Kallunki

et al. 2023

Review of Education

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The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research‐based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy‐related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E‐safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well‐being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy‐related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implicationsRationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research‐based framework for CLD in school education.Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future.Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to address the technological advancements. An implication for policy making is the recognition of the need for continuous professional development and pedagogical support for teachers and students. The value for educational practitioners is that it elucidates the emerging notions of CDL, and it enables educational institutions to enhance their practices and initiatives related to CDL.

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