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Crossing the Border into 3rd Space Culture(s): Implications for Intercultural Communicative Competence
Transcript of Crossing the Border into 3rd Space Culture(s): Implications for Intercultural Communicative Competence
Implications for Intercultural Communicative Competence Melinda Dooly
Universitat Autònoma de Barcelona (Spain) WHO & WHAT? Triangulated teacher training through
network-based collaboration UIUC
1 teacher (USA)
2 students (USA)
4 students (South Korea)
2 students (China)
2 students (Mexico)
1 student (Honduras)
1 student (India) UAB
1 teacher (USA)
5 students (Spain)
1 student (Finland)
1 student (Czech Republic)
1 research student (Cyprus) (Tele)collaborating in design of teaching sequences and podcasts How? Implementation of collaboration Semester 1: Teaching Units Semester 2: Podcasts Introductory phase
Working groups are formed (2 UIUC – 1 UAB)
Brainstorming TS (forum)
First (RR) draft (Zoho Wiki)
Peer Input & Self Reflection
Exchange feedback (text chats & Skype)
TS revision based on feedback
Exchange feedback version 2
Reflection & final exchange Introductory phase
New students (UIUC & Erasmus) join group
New virtual space for interaction (Second Life)
Scavenger hunt: get to know each other & SL
Brainstorm ideas for podcasts (SL)
Outline in Second Life
Peer Input & Self Reflection
Feedback on Podcasts ideas
Feedback on Podcasts & Implementation http://voicethread.com/#q.b616499.i3279594 Results
Reflective teachers: critical thinking about own and others’ teaching practices & beliefs
CoPs: through sharing of ideas, opinions, and collaborative experiences begin to adopt ‘way of doing’a teacher and engage in shared repertoire (from CoP) of knowledge, tools, resources, experiences, ways of addressing problems, etc.
VCoPs: integration of new spaces for construction of virtual, distanced communities of practice (VCoP) & telecollaborative exchanges in own teaching practice. ICC Ann@! says: ok IMy
Imogene says: the others are just supporting materials, you can look at them if you want, but they're hard to edit
email@example.com says: will you make a detailed lesson plan?
Imogene says: yes, I'm far behind you guys in that, mainly because I don't know how to sequence these materials
firstname.lastname@example.org says: do you also in charge of craft? if then you can connect craft and lesson material
Ann@! says: but Imy, is your unit based on the grammar-based apporach or the topic-based one? or maybe none of them...
Imogene says: topic based: animals
Intercultural made relevant for ‘teacher’ identity Ann@! says: but be careful if they're interested in some topics such as drugs, sex...cause parents may not like that...
Imogene says: These are Korean students Anna, not Spaniards!
Ann@! says: hahahah
Imogene says: just kidding!
email@example.com says: That's interesting point
Imogene says: actually Americans would be worse! […]
Ann@! says: I only say parents from Barcelone are "beyond protective" […]
firstname.lastname@example.org says: Korean parents will not lose in terms of overpre..
Imogene says: this would be interesting to research
Intercultural Miscommunication? Interview (Explicit Questions)
Fragment 15 (final tutorial f2f11 – 31st May 2010)
CAT i liked doing the activity but then/ when the result was completely different so what i have planned that was like why did i do this\
HAL yeah i think i had the same problem it wa:s_ nice to work with them/ and it was kind of productive but the:n in the end when i asked for some changes they seemed like they didn't care anymore they just wanted to go for a holiday so_ [yeah]
UT yeah the time was a bit off wasn't i:t 'New' Intercultural competences for language teachers? Multimodality Intertextuality CRITICAL SEMIOTIC AWARENESS Gender & Culture of Avatars? Non-linear reading 'New' Proxemics ;) foster teacher and trainee reflection on practice and augment critical thinking capacity;
reduce teacher isolation and provide support and sharing of ideas, opinions, and experiences;
provide the means for the creation of virtual, distanced communities of practice (VCoP) Intercultural Competence was NOT made explicit despite the distanced, international partnership 3rd space interculturality? Outside the comfort zone 3rd space has been used to refer to a space between different cultures where participants must negotiate cultural differences. This space can promote intercultural learning by creating awareness that one’s own perspective on the world is not the only one. 3rd space (especially through CMC) can be exploited for educational purposes by obliging students (in this case student-teachers)to participate in joint DE-construction and RE-construction of knowledge and understanding by all participants. 3rd space is opportunity for users to co-create a 3rd culture; combination of multiple cultures (including an e-culture?). “New” politeness formulae
(e.g. disjointed greetings; disappearances & reappearances) “New” sense of intimacy
(e.g. sharing personal details) "New" ways of establishing membership 22:18 Yo: One question.... Are you going to be English teachers?
jtschopp77: yes, I am. Our program is specifically for teaching english as a second
language (although Joy is teaching Chinese at the moment)
samantha.syps: I hope I am! :)
22:19 email@example.com se ha unido
22:20 jtschopp77: hi Joy
ahirunone: Hi, sorry for being late... (just finished teaching)
22:21 samantha.syps: no problem!
do you have your draft for your lesson plan?
Yo: That's fine! Hi Joy!!!
22:22 jtschopp77: um...this sounds rude, but you can critique mine first...lol I have to
leave at 4 to go teach as well
samantha.syps: lol, sure. I'm observing someone at 4 too, but I didn't think this would
take too much time anyway...we're just giving some general comments/feedback, right? Membership as 'Teacher'