Presentation on the Comenius project icEurope Gives a general project overview, its main theoretical and methodological aspects (intercult. communication, language learning, strategies and e-learning/Moodle), introduces web collaboration and presents main achievements during 1st year; also some views of the pilot Moodle course and materials

1. icEurope Intercultural Communication in Europe a Comenius Web Collaboration Project to foster intercultural communication in English www.iceurope-project.eu Kurt Kohn & Claudia Warth University of Tübingen Applied English Linguistics kurt.kohn@uni-tuebingen.de claudia.warth@uni-tuebingen.de With the support of the EU Lifelong Learning Programme Grant 142672-LLP-1-2008-1-DE-COMENIUS-CMP

2. Contents About icEurope The theoretical and methodological background What we have accomplished so far (in the 1st year of the project) References & websites

3. About icEurope www.iceurope-project.eu

5. linking intercultural and language knowledge

6. enable learners to use own lingua franca (English) to express or negotiate cultural concepts in authentic contact situations Web collaboration in international online teams in Moodle: intercultural activities that link to English language strategies and means

7. Project consortium

8. How you can participate Use the icEurope materials & the Moodle platform for your teaching Participate in one of our free regional workshops (in BG, DE, HU, IT, TR) for teachers, trainers, university (teaching) students or others interested

9. How it all started: the motivation behind icEurope The pitfalls of international contacts… … leaving the foreign language classroom Other customs, roles, notions, concepts, taboos… “Everything‘s different” Anxiety & uncertainty Culture no longer as in the textbook Other ways of addressing problems Darn school exchange! Managing language barriers

10. The Theoretical & Methodological Background

11. Intercultural communicative competence: different components

12. Intercultural communicative competence A working definition (based on Byram): Someone with some degree of intercultural competence is someone who is ableto see relationships between different cultures is able to mediate, that is interpret each in terms of the other it is also someone who has a critical or analyticalunderstandingof (parts of) their own and other cultures is conscious of their own perspective, of the way in which their thinking is culturally determined, rather than believing that their understanding and perspective is natural.

13. Byram’s model of intercultural communicative competence (ICC)

15. What are linguistic strategies to mediate interculturally with the help of English?

16. How can we express understanding, curiosity or awareness in a language that is not our first language and in a culture that is not our own?

18. Why/how do speakers from different speech fellowships manage to understand each other?

22. exploring divergences – and related linguistic-communicative moves

24. discussing a controversial topic – and illocutionary realisations

25. specifying/clarifying procedures

26. solving a problem – and illocutionary realisations[Different types of interaction and different levels of complexity]

29. to determine ELF deficiencies and learning needs

31. Web collaboration* Didacticuseof web tools& WWW forjointandcollaborativelearning Constructivistapproach learningbyworkingandbysolvingproblemsortaskstogether Different combinationspossible (e.g. hybrid learning, web-enhanced, localand international) 18 * Also knownas: telecollaboration, web basedcollaboration, online networking

32. Using web collaborationtosupportinterculturalforeignlanguagelearning Authentic … Practical … Useoftheforeignlanguage Betweenlearnersof different cultures Learntec Karlsruhe – 4. Februar 2010 19

33. What we have accomplished so far (1st year)

38. several constitutive prototypes for the web collaboration were created

40. Food and eating around the world

42. Moodle guide for teachers

43. ‘language notes’: they link intercultural foreign language strategies with general intercultural aspects. The didactic aim is to raise higher, comprehensive awareness of intercultural communication from a linguacultural perspective. The icEurope Moodle can be reached online at: www.es-courseportal.uni-tuebingen.de/iceurope/moodle/

44. 23 “teachingmode“ Teacher‘snotes(didacticandtechnicaltipsforteachers) Language andculturenotes(forlearners)

45. 24 “Language Notes“ - example

46. 25 Collaboration example: Forum exchanges

47. icEurope Demo Course 26 www.es-courseportal.uni-tuebingen.de/iceurope/moodle/course/category.php?id=7

49. developing intercultural communicative competence through web collaboration activities

50. creating own units or activities for this purpose in Moodle & teaching online

51. sharing ideas on using Moodle and other e-learning tools to foster intercultural communicative competence in the foreign language classroomThe workshops are based on a flexible phase model. Workshops thus will be offered either in 2 day face to face sessions or in a blended learning approach with a mix of face to face and online work. A form to pre-register or to receive more information was set up on the website at: www.iceurope-project.eu/index.php/workshop-pre-registration.html A teacher training course was set up on the icEurope Moodle platform. It offers theoretical and methodological introductions on the icEurope topics and background, the general workshop materials, a Moodle sandbox, a sample unit, and the possibility for exchange and networking amongst participants and trainers.

52. References & websites

53. References and websites Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.Clevedon: Multilingual Matters. Fantini, A. E. (2005). About Intercultural Communicative Competence: A Construct. VT: Brattleboro. School for International Training. http://www.worldlearning.org/SITOccasionalPapers/feil_appendix_e.pdf Gochenour, Th. (1993). Beyond Experience. An Experiential Approach to Cross-Cultural Education. Boston: Intercultural Press. Huber-Kriegler, M., Lázár, I. & Strange, J. (2005): Mirrors & Windows – an intercultural communication textbook. Strasbourg: Council of Europe. INCA – Framework & Manuals (LdVProjekt, 2004) http://www.incaproject.org/ Kohn, K. (2006). Blended Language Learning. Potential und Herausforderung. In: Jung, U.O.H. (Hrsg.). Praktische Handreichung für Fremdsprachenlehrer. (4. völlig neu bearb. Aufl.). Frankfurt/M: Peter Lang. Kohn, K. (2009). Computer assisted foreign language learning. In: K. Knapp & B. Seidlhofer (Hrsg.). Foreign Language Communication and Learning. Handbooks of Applied Linguistics, vol. 6. Mouton de Gruyter. Kramsch, C. (1998). Language and Culture. Oxford: Oxford University Press. O'Dowd, R. and Waire, P.(2009). Critical issues in telecollaborative task design. In: Computer Assisted Language Learning, 22:2,173-188. O'Dowd, R. (2007). Online Intercultural Exchange: An Introduction for Foreign Language Teachers. Bristol: Multilingual Matters. Sercu, L. (2002) Autonomes Lernen im interkulturellen Fremdsprachenunterricht. Kriterien für die Auswahl von Lerninhalten und Lernaufgaben. Zeitschrift für Interkulturellen Fremdsprachenunterricht. 7, 2: 1-16 Warth, C. (2009) Interkulturelles Englischlernen mit Moodle. E-Learning-Aktivitäten in einer deutsch-amerikanischen Web-Kollaboration. In: zeitschrift für e-learning - lernkultur und bildungstechnologie, 4, 3, 32-48. This project has been funded with support from the European Commission. This presentationreflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project info & materials http://www.iceurope-project.eu http://sprachlernmedien.de Picture sources (14) pixelio.de www.masternewmedia.org/images/synchronous-vs-asynchronous-collaboration-by-Ramius.gif (15) pixelio.de

54. Thank you for your interest in icEurope! On behalf of the entire icEurope crew, Claudia Warth (claudia.warth@uni-tuebingen.de) Don‘t hesitatetocontactus! www.iceurope-project.eu