A Dialogic Model for Telecollaboration
In language learning contexts, telecollaboration is understood to be internet-based intercultural exchange between people of different cultural/national backgrounds set up in an institutional context with the aim of developing both language skills and intercultural communicative competence. Generall...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2013 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:108850 |
| Acceso en línea: | https://ddd.uab.cat/record/108850 https://dx.doi.org/urn:doi:10.5565/rev/jtl3.522 |
| Access Level: | acceso abierto |
| Palabra clave: | CMC Competències interculturals Telecol·laboració Diàleg Competència sociocultural Intercultural competences Dialogic Telecollaboration Dialogue Intercultural competence Sociocultural competence Facilitators Dialogo Competenza interculturale Competenza socioculturale Facilitatori telecolaboración El diálogo La competencia intercultural La competencia sociocultural Mediadores |
| Sumario: | In language learning contexts, telecollaboration is understood to be internet-based intercultural exchange between people of different cultural/national backgrounds set up in an institutional context with the aim of developing both language skills and intercultural communicative competence. Generally students interact with one another on 'safe' topics and subsequently reflect on and discuss their interactions with teachers and peers. This paper presents a dialogic model of telecollaboration which breaks from this tradition as it entails interaction on topics which are seen as divisive through dialogue in groups led by trained facilitators, the Soliya Connect Program (SCP). The differences between this model of telecollaboration and traditional models are illustrated, and then the author presents the results of a survey study which looks at participants' evaluation of this program, what they perceive to be the role of the facilitators and their personal learning outcomes. |
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