dorothy chun uc santa barbara intent conference, léon
TRANSCRIPT
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A META-SYNTHESIS OF
CULTURA-BASED PROJECTS
Dorothy Chun
UC Santa Barbara
INTENT Conference, Léon
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Different Goals & Models of Telecollaboration
Goals: global and localInternationalization of educationDigital literaciesLinguistic, intercultural communicative
competence (ICC)
ModelsClass to classTandem learning
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Cultura Model’s Creators & Goals
Furstenberg, Levet & Waryn @ MIT in 1997
Goals:to make culture (“the silent language,” the
“hidden dimension”) visible to help students understand the values,
attitudes, beliefs and concepts of another culture
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Reasons for Meta Synthesis Why?
To document many different adaptationsTo provide advice for future exchanges
How?Extensive survey sent to 30 known project
leadersResponse from 18 (60% return rate)
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Research Questions
RQ1: What were the
goals that led to the
adoption of the Cultura
model?
RQ 2: What were the
processes in the
implementation of the project that
built towards to
goals?
RQ 3: What kind
of data was
gathered in order to
determine whether the goals
were achieved?
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RQ 1
What were the goals that led to the adoption of the Cultura model?
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Participant Information
Program setting L2 taught4-year university 15 (83%) English 8
High school 2 (11 %) French 2
2-year comm coll 1 (6 %) Samoan 2
Spanish 2
Chinese 2
Filipino 1
German 1
Japanese 1
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Prior Experience with Cultura
Twice (28%)
Four times (28%)
Six times (17%)
10 or more times (10%)
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
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Students’ Proficiency Levels
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
A2 (14%)
B1 (43%)
B2 (14%)
C1 (29%)
0
0.5
1
1.5
2
2.5
3
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Reasons for Choosing Cultura
External:1. Opportunity to learn
about Cultura
2. Opportunity to
participate in a project
Internal:1. Belief or interest
2. Innovation to language program
3. Additional intercultural learning opportunity
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Expected Learning Outcomes
Language: skills,
attitudes
Other: sense of learning
community
Culture: skills,
knowledge, attitudes
Language skills (15)Language attitudes (2)
Culture skills (7)Cultural knowledge (6)Cultural attitudes (13)
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Language vs. Culture Learning
Language learn-ing more impor-tant (5.6%)Cultural learning more important (61.1%)Language and cultural learning equally important (33.3%)
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Summary: RQ1 (Goals)
External & internal motivationsBelieved in the modelLanguage skills, confidence,
motivationImprovement in cultural knowledge,
skills, awareness, and openness to another culture
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RQ 2
What were the processes in the implementation of the project that built towards the goals?
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Cultura One of Course Activities
Your c
ours
e
Partn
er 1
’s co
urse
Partn
er 2
’s co
urse
0
10
20
30
40
50
60
Main course ac-tivityOne of course activitiesExtracurricular or optional activ-ity
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Features/Activities Used
Questi
onna
ires
Forum
s
Imag
es
Videoc
onfe
renc
esFilm
s
Newss
tand
Data
0
10
20
30
40
50
60
70
80
90
100
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Modes of Interaction
Text-b
ased
chat
Text-b
ased
foru
ms
Video-
chat
Other
0
10
20
30
40
50
60
70
80
90
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L1 and L2 in Interactions
0
10
20
30
40
50
60
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Little Teacher Involvement Online
Not at all (44.4%)A little (16.7%)Somewhat (33.3%)A lot (5.6%)
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Roles of the Teacher Online
Discussion facilita-tor (56.3%)Model provider (43.8%)Language feedback (68.8%)Content feedback (56.3%)Monitor (18.8%)
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Summary: RQ 2 (Implementation) Great variability Only part of curriculum, sometimes
extracurricular Text-based questionnaires & forums
most popular; video chats too Mixture of L1 & L2 used Teachers’ participation minimal Exchanges ranged from 3-24 weeks
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RQ 3
What kind of data was gathered in order to determine whether the goals (learning outcomes) were achieved?
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Data Gathered for Assessment
Online (9) Written homework (6) Survey, interviews (5) Reflective reports, self-
assessment (4) In class activities (4)
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Student Learning Gains Reported
Language Culture
Skill
Knowled
ge
Attitud
es0
1
2
3
4
5
6
7
Skill
Knowled
ge
Attitud
es0
1
2
3
4
5
6
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Mixed Teachers’ Impressions Positive (10):
Culture learningInstructional integration
Negative (2):Student motivation/interestInstructional alignment & integration
Mixed (3) or Neutral (4)
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Positive Students’ Reactions Positive (11):
Motivation/interestLearning communityLanguage learning
Negative (1):Lack of partners’ responsiveness
Mixed (3)
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Challenges Encountered
Management and logistics (22) Instructional alignment and
integration with curriculum (14) Student motivation/interest (5) Technology (4)
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Summary: RQ3 Data & LO Wide variety of data gathered,
both online and offline Learning outcomes: almost as
many gains in linguistic areas as in cultural areas
Overall teacher and student satisfaction
Common challenges
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Recommendations
1. Set realistic goalsKnow your learners and their
abilities/proficiencyMost successful with intermediate
and advanced L2 learnersConsider both linguistic and cultural
gains
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Recommendations
2. Planning, planning, planningClose communicationCommon goals, curricular
commitmentsModel adaptationAppropriate tools and activitiesFlexibilityBuy-in at all levels
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Recommendations
3. Follow up on online activitiesOnline interaction does not ensure
learning or understandingMisunderstandings could have
linguistic or cultural origins (or both)In-depth classroom discussions are
essential
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Muchas gracias y buena suerte con sus proyectos de futuro!