promoting internet-mediated intercultural foreign language education in china: models &...
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China 2007 International Conference on Online FLE. Promoting Internet-mediated intercultural foreign language education in China: models & implications. Presented by Liang Wang The Open University, UK Weihai, China Aug 17-18, 2007. China 2007 International Conference on Online FLE - PowerPoint PPT PresentationTRANSCRIPT
Promoting Internet-mediated intercultural foreign language
education in China: models & implications
Presented by Liang WangThe Open University, UK
Weihai, ChinaAug 17-18, 2007
China 2007 International Conference on Online FLE
Outline• Introduction to ICFLE• FLE in China & online
development• Theoretical & pedagogical
development• Cases of online FLE development• Implications
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Introduction to ICFLE – 1• Internet-mediated intercultural foreign
language education (Belz & Thorne, 2006)• 4 types
– Telecollaboration (Int’l class-to-class exchanges)
– Tandem learning (language exchanges)– Local learner-informant partnership (via
Internet connection)– Internet community
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Introduction to ICFLE – 2• Gap in China
- National syllabi emphasize ICC & use of Internet resources
- More discussion, less action• Purpose
– Highlight the potentials and challenges that Internet technologies bring to ICFLE in China
– A progressive approach to a pedagogical framework
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
FLE in China – 1 • Huge population vs. limited educational
resources (Jin & Cortazzi, 1998)• Teaching-to-exam mode vs. needs of
competent language professionals (ibid.)• ‘Teacher-led, classroom-dependent, and
textbook-based’ (Gu, 2002)• Online programs no better than e-
textbooks (Gu, 2006; Zhong & Shen, 2002)
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
FLE in China – 2• Trend:
- Classroom plays the key role & textbooks the central part
- Shift from teacher dominance to learner autonomy
- Real-life tasks with Internet use- Blended instruction involving Internet
technology mediation?
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Towards a framework of ICC – 1 • The intercultural
communicative competence model (Byram, 1997)– Communicative
competence – Intercultural
competence• Knowledge• Attitude• Skills • Critical cultural
awareness Page 6/14
knowledge
Skills (interpret, relate) Attitudes
Critical awareness
Skills (discover, interact)
China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Towards a framework of ICC – 2
A progressive approach- A process model of intercultural teaching & learning
(Liddicoat, 2004)- A technological dimension (information & communication
tools)A pedagogical framework for online ICC development
Input Noticing
Noticing
Reflection
Reflection Output
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Cases of online ICC development – 1 Cultura project (Furstenberg et al., 2001)
• Telecollaboration (constructivist approach)• Critical perceptions of both the home culture
and the target culture• Active participation and progressive activities
• Filling in web-based questionnaires in their own languages (input – lexical, semantic awareness)
• Comparing results in parallel lists (noticing)• Hypothesizing possible reasons for differences and
similarities with additional resources (exploring, interpreting, constructing…)
• Interacting and negotiating with online partners to investigate the cultural values and beliefs (reflecting, re-constructing)
• Huge effort in design and implementationPage 8/14
China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Cases of online ICC development – 2CrossCall project (King, 2006)
• Local learner-informant partnership• Linking pupils in school language classes with
local undergraduates of the target languages• Meeting pupils’ needs of real one-to-one
communication with competent speakers for linguistic and cultural exchanges• Face-to-face meeting at the start; Paired
groups• VLE WebCT under teachers’ guidance
- socializing, input- consulting, negotiating- reflecting, constructing
• High demand in stable and secure connectionPage 9/14
China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Cases of online ICC development – 3Blue Rain Café (Gao, 2007)
• Developed from an English language club • Internet community without native speaker
of English• Meeting in an online forum
• Enhancing language learning & use with spontaneous use of Internet tools
• Social networking via the medium of English
• Strong sense of community ID building• unorganized input, exploring, discussing,
reflecting• No designated pedagogic tasks, nor
professional instruction Page 10/14
China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Implications – Where to Go?Case 1 (Cultura): establishing collaborative
institutional partnership (policy, pedagogy, technology)
Case 2 (CrossCall): utilizing local foreign residents who are qualified as language and cultural informants in VLE (overseas teachers, students, business and industrial personals)
Case 3 (Café): leading learners through purpose-built process of community of practice in line with intercultural learning
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Painstaking Vs. Icebreaking
Adapt rather than adopt!
Qs & As
Contact: [email protected]
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Main references:BELZ, J. A. & THORNE, S. L. (2006) Introduction: Internet-mediated Intercultural Foreign Language Education and the Intercultural Speaker. IN BELZ, J. A. & THORNE, S. L. (Eds.) AAUSC 2005: Internet-mediated Intercultural Foreign Language Education. Boston, Thomson Heinle.BYRAM, M. (1997) Teaching and Assessing Intercultural Communicative Competence, Clevedon: Multilingual Matters Ltd.FURSTENBERG, G., LEVET, S., ENGLISH, K. & MAILLET, K. (2001) Giving A Virtual Voice to the Silent Language of Culture: The CULTURA Project. Language Learning & Technology, 5, 55-102. http://llt.msu.edu/vol5num1/furstenberg/default.html (Accessed on 14/03/2004)GAO, X. (2007) A tale of Blue Rain Cafe: A study on the online narrative construction about a community of English learners on the Chinese mainland. System, 35, 259-270.LIDDICOAT, A. J. (2004) Internationalisation as education. Part 1 of Models of intercultural learning and development. http://www.unisanet.unisa.edu.au/learningconnection/staff/intrnt/report/models.pdf (Accessed on 29/06/2005)KING, T. (2006) Final Report to CfBT Education Trust. London, University College of London.O’DOWD, R. (2006) Telecollaboration and the Development of Intercultural Communicative Competence, Munchen, Langenscheidt ELT GmbH.THORNE, S. L. (2006) Pedagogical and Praxiological Lessons from Internet-mediated Intercultural Foreign Language Education Research. IN BELZ, J. A. & THORNE, S. L. (Eds.) AAUSC 2005: Internet-mediated Intercultural Foreign Language Education. Boston, Thomson Heinle.
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007
Note: English corner/club is a form of interaction between non-native speakers of English at fixed places beyond the classroom. This is a unique sociocultural phenomenon in China due to the short of proficient and native speakers and the lack of real-life opportunities for authentic communication.
An image of Blue Rain Café (source from Gao, 2007)
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China 2007 International Conference on Online FLEWeihai 17-18 Aug, 2007