Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA

IF 4.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Recall Pub Date : 2020-01-09 DOI:10.1017/S0958344019000235
Babürhan Üzüm, S. Akayoğlu, B. Yazan
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引用次数: 22

Abstract

Abstract Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.
在土耳其和美国的教师培训课堂中使用远程协作来促进跨文化能力
由于计算机媒介交流(CMC)工具的进步使得虚拟交流在教育实践中很容易获得,远程协作作为一种为语言学习者提供实践经验和文化接触的手段,最近也为教师培训生提供了动力。借鉴Byram(1997)的跨文化交际能力模型(ICC),本研究通过土耳其和美国两个教师培训班的远程合作项目,考察了48名受训教师的跨文化能力。这项研究依赖于参与者在整个远程协作项目中产生的数据:六人小组每周在线讨论板帖子和项目后反思。虽然发展ICC是一项艰巨而漫长的任务,但数据分析表明,参与者在这次远程合作中的经历,通过对多元文化教育主题的讨论以及与来自其他教育背景的学员的互动,有助于他们形成ICC。他们的跨文化学习表现为(1)意识到自己和互动者文化的异质性,(2)新生的批判性文化意识,以及(3)好奇和愿意更多地了解其他文化。因此,本研究表明,远程合作提供了一个有效的教师培训场所,为教师培训生提供了第一手的跨文化接触,以接触他者,并为其民族语言多样化的课堂做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Recall
Recall Multiple-
CiteScore
8.50
自引率
4.40%
发文量
17
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