Teachers as Intercultural Learners: Negotiating German-American Telecollaboration along the Institutional Fault Line.  

Oleh:

Belz, Julie A. ; Muller-Hartmann, Andreas

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 87 no. 1 (Jan. 2003), page 71-89.
Topik: Intercultural Learners: Negotiating German-American Telecollaboration; Institutional Fault Line
Fulltext: Vol 87 no 1 pp.71-89.pdf (622.69KB)

Isi artikel

This article examines how social, cultural, and institutional affordances and constraints in a telecollaborative foreign language learning partnership shape the agency of .online teachers. In particular, it details how various aspects of schools and schooling impact the negotiation, execution, and management of a German-American virtual course from the perspectives of the teachers. These aspects include: the misalignment of academic calendars, local patterns of socialization into the teaching profession, institution-specific classroom scripts, systems of learning assessment, student workloads, and the physical layouts of local institutions and social forms of classroom collaboration. The article presents a self-reflective case study of our 10-month electronic negotiation, execution, and management of a German-American telecol- laborative partnership within the constructivist paradigm of social realism. Using Agar's (1994) notion of the linguistic rich point and examining patterns of communication, specific lexical items, and grammatical structures, the study uncovers how the culturally varying nature of schools and schooling is linguistically encoded in the texts of electronic correspon- dence.

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