Where's the Community?: Bilingual Internet Chat and the "Fifth C" of the National Standards

Darhower, Mark

doi:10.2307/20063254

Cited by 21 publications

(24 citation statements)

References 21 publications

(3 reference statements)

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“…Ten of these items were based on Magnan et al's () Standards survey (and because both Magnan et al and the present study were designed before the update to the Standards, these items were worded as shown in the National Standards, ). However, Standard 5.1 (“Learners use the language both within and beyond the classroom setting”) was not included because it addressed only indirectly one important aspect of Communities: membership in a TL community (Darhower, ; Magnan, ). Thus, the corresponding 11th item from Magnan et al and the Standards was replaced with other newly created items.…”

Section: Methodsmentioning

confidence: 99%

Students' Perspectives on Communities‐Oriented Goals

White

2016

Foreign Language Annals

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Scholars and professional organizations have described participation in target language (TL) communities as one of the primary aims of language learning, but little work has been done to determine how students define those communities or envision their own involvement within them. This exploratory study drew on questionnaire and interview data to investigate the extent to which beginning‐level learners of German (n = 23) valued the goals that are outlined in the World‐Readiness Standards for Language Learning (National Standards Collaborative Board, 2015)—particularly the Communities‐oriented goals—and examined the ways in which these students delineated a TL community and conceived of participation in that community. Findings suggest that, relative to other goal areas, the items representing the Communities standard on the whole were rated as unimportant to these learners; however, there were some specific aspects of Communities that were rated much more favorably. Regardless of their alignment with those goals, learners' definition of what constituted a TL community focused on native speaker status and geographical location and excluded groups that met in local settings (e.g., German classes).

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Section: Methodsmentioning

confidence: 99%

Students' Perspectives on Communities‐Oriented Goals

White

2016

Foreign Language Annals

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“…Darhower () found that students actively constructed knowledge of their FL by using their first language in their chat communities, and that language use became a way for them to create social relationships with other participants. Belz's () study on the social aspect of German‐American telecollaboration found that even though participants in one group may position themselves as “less competent” members based on their own perception of proficiency, the bilingual social interaction helped students feel more comfortable using technology for learning and find support from their foreign peers.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Telecollaborative use of Internet communication tools helps develop students' communicative strategies and allows students to create learning communities outside the classroom. It also fosters bilingual social interaction, during which students both practice the target language and engage in cross-cultural analysis (Allen, 2004;Belz, 2003;Carney, 2006;Chun, 2011;Cubillos, Chieffo, & Fan, 2008;Darhower, 2006;Miranda-Aldaco, 2012;Moreno-L opez & Miranda-Aldaco, 2013;Pellettieri, 2000;Tudini, 2007). Darhower (2006) found that students actively constructed knowledge of their FL by using their first language in their chat communities, and that language use became a way for them to create social relationships with other participants.…”

Section: Telecollaborative Exchangesmentioning

confidence: 99%

Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches

Moreno-López

Ramos-Sellman

Miranda-Aldaco

et al. 2017

Foreign Language Annals

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The researchers used qualitative and quantitative instruments to measure students’ linguistic gains and their opinions and attitudes toward intercultural awareness while studying Spanish as a foreign language under four different pedagogical models: a traditional face‐to‐face classroom, face‐to‐face classes with a community‐based learning component, face‐to‐face courses with an online telecollaborative language‐learning component, and study abroad. Quantitative findings from two knowledge‐based assessments indicated that students’ language learning was equivalent in all four pedagogical models. Students’ survey responses indicated that they believed that moving beyond traditional instructional models by adding classes with experiential learning boosted their second language acquisition and fueled their curiosity about cultural similarities and differences. Qualitative findings also confirmed that students’ engagement was higher in the experiential models.

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“…Reinforcing the notion of dual importance for the Communication and Cultures Standards, Wood () examined three pilot projects associated with state standards to find evidence that these two standards received the primary emphasis in most classrooms. Darhower (, p. 84) similarly noted that “most FL [foreign language] teaching materials still center primarily on the Communication and Cultures standards,” which, Byrnes () suggested, is consistent with the intimate relationship between them, particularly in a literacy‐based curriculum.…”

Section: Introductionmentioning

confidence: 99%