SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez nos Conditions d’utilisation et notre Politique de confidentialité.
SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez notre Politique de confidentialité et nos Conditions d’utilisation pour en savoir plus.
Models of Telecollaboration: The Increasing Prevalence of ELF (and other Lingua Francas) Sarah Guth University of Padova, Italy1 ELF5, Istanbul, Turkey 13/08/2012
Outline Brief overview of the dominant models of telecollaboration used in the past decade INTENT survey: telecollaboration in Europe today New models of telecollaboration Challenges for teachers, affordances for learners ELF beyond English as a lingua franca?2 ELF5, Istanbul, Turkey 13/08/2012
Telecollaboration and ELF The majority of ELF research has focused on F2F communication. The use of ELF (and other languages as a lingua franca) in online communication, not only written, but increasingly spoken, is becoming ever more predominant. Telecollaboration is the activity of collaborative project work between groups of learners across time zones and geographical distance through the use of commonly available social networking tools, and encompasses the development of language proficiency, intercultural communicative competence, and multiliteracies.3 ELF5, Istanbul, Turkey 13/08/2012 Telecollaboration is an institutionalized form of this
„Traditional‟ models Cultura institutio institutio n n Communication in L1 eTandem individua individua l l Reciprocation: 50% in L1 50% in L2 University telecollaboration institutio institutio n n Mix of L1 and L2 based on institutional requirements4 ELF5, Istanbul, Turkey 13/08/2012
New needs, new opportunities FL teacher trainees Difficulty finding classes of NSs Outgoing Erasmus students Telecollaboration 2.0 Lingua Francas greater Interent access more familiarity with tools5 ELF5, Istanbul, Turkey 13/08/2012
An Erasmus Multilateral Project promoting virtual intercultural exchange between university classrooms in Europe and beyond. Universities across Europe are increasingly turning their attention to the themes of internationalisation, student mobility and the development of students foreign language and intercultural competencies. The INTENT project (Integrating Telecollaborative Networks into Foreign Language Higher Education) aims to support university educators and policy makers in these areas by developing a network of telecollaboration for universities in6 ELF5, Istanbul, Turkey 13/08/2012 Europe and beyond.
What are our Aims Establish a clear overview of the levels of use of telecollaboration, explore attitudes to the activity among key stake holders across European Higher Education Institutions, and identify practical barriers to the take-up of telecollaboration. Develop a set of tools, telecollaborative models and partner networks to overcome barriers and facilitate telecollaboration practice. Develop a set of workable solutions to address the lack of academic recognition which telecollaboration receives at Higher Education level. Publish an online training manual with models of telecollaborative exchange which enable a closer integration of virtual and physical mobility. Engage decision makers at institutional, regional and7 national levels in a collaborative dialogue as to how ELF5, Istanbul, Turkey 13/08/2012 telecollaboration can be effectively employed as a tool for
Main Activities Survey of online intercultural exchange projects which are currently being carried out across Europe 6 case studies describing telecollaboration in university contexts Virtual platform (www.uni-collaboration.eu) where educators can find partner classes as well as information and training for their telecollaborative projects. Tools for telecollaborative teachers including an e- portfolio to evaluate students projects, databanks of telecollaborative tasks, and case studies which teachers can use to help them set up their own exchanges. Regional workshops and an international conference on the theme of telecollaboration for university education.8 ELF5, Istanbul, Turkey 13/08/2012
The survey 4 versions: English version: November 17 French version: December 4, 2011 German version: December 4, 2011 Italian version: December 7, 2011 All versions were „closed‟ on January 21, 20129 ELF5, Istanbul, Turkey 13/08/2012
Respondents Questionnaires completed: 210 teachers, primarily FL teachers and FL teacher education teachers 142 universities/HEIs 22 European countries 102 teachers with experience of telecollaboration 108 with no experience of telecollaboration 131 students who had participated in at least one telecollaboration project10 ELF5, Istanbul, Turkey 13/08/2012
Sts: configurations Telecollaboration „models‟ or „configurations‟ based on open answers: bilingual exchanges involving discussion of topics in both bilingual languages primarily monolingal translation projects Monolingual (often not English) teacher trainees and foreign language learners a multi-disciplinary project focusing on conflict resolution ELF11 ELF5, Istanbul, Turkey 13/08/2012
Teacher s Bilingual - two languages are used 56% Monolingual - only one language is 33% used Lingua Franca - foreign language for all 20% partners Multilingual - more than two languages 10% are used 0% 10% 20% 30% 40% 50% 60% Student A foreign language that we could all s speak 31% A combination of our native languages 24% Only my partners native language 28% Only my native language 8% 0% 5% 10% 15% 20% 25% 30% 35%12 ELF5, Istanbul, Turkey 13/08/2012
Partners: how many and where13 ELF5, Istanbul, Turkey 13/08/2012
New Trends in Telecollaboration Soliya & Exchange 2.0 (US – Europe – Middle East – Asia) COIL Institute (US – Belize, US – North Korea, US – Japan, US – Canary Islands, etc.) Teacher training Netherlands-Chile using Spanish, France-USA using French, Spain-USA using English Erasmus (pre, during, post) Padova-Boston, Bilingual Padova-various countries, multilingual & ELF „into the wild‟ gaming (e.g. Thorne & Black, learning Russian to game) blogging (e.g. Guth, using English to blog) online discussion forums (e.g. Hanna & de Nooy, French)14 ELF5, Istanbul, Turkey 13/08/2012
Challenges for teachers, affordances for learners But… • opportunities to move beyond cultural comparison of two countries and discuss culture at • more profound level colleagues, heads of a difficulties convincing department and to focus on subject-related content • opportunities decision-makers that lingua franca exchanges are valid learning experiencesnature of • opportunities to focus on the authentic • assessmentcommunication, e.g. code-switching lingua franca (what? how?) • difficulties providing and/or how to manage (empowering the NNS) recognition (credits) for participation miscommunication with words such as •student belief that only NSor culturally-based „education‟, „individualism‟ are valid partners concepts15 ELF5, Istanbul, Turkey 13/08/2012
Discussion Arguments from the socio-cultural, cultural, ecological, etc. points of view regarding English as a Lingua Franca should not only play a greater role in field of ELF, but be expanded to any use of a language as a lingua franca. The definition of a linguathen, is a mismatch between“the main “The problem, franca as a context where […] has happened of the (only) English in objective whatis to make use to the role of language shared by all interactants, […] in orderthe achieve the fullest it is the world on to one hand and how communication possible” (Seidlhofer, as thought of 2011, p. 18) should include a languages „a language‟ and all used as a lingua franca. subject on the other.” language English is undoubtedly the most2011, p. 9) (Seidlhofer, widespread language currently, but other languages are gaining weight in international communication, e.g. Spanish, Arabic, and Chinese. To conclude, the research into ELF from a socio-cultural and ecological standpoint should invite and welcome research into other lingua francas if we want to not necessarily transform, but increase the variety of FL teaching in today‟s globalized context.16 ELF5, Istanbul, Turkey 13/08/2012