1,721,062 research outputs found
European Journal of Language Policy. Special edition on Languages and international virtual exchange
No full textThe special edition of the European Journal of Language Policy regards the pedagogic practice of virtual exchange which is drawing the interest of European policy makers. The edition contains 6 articles by authors from a range of international contexts:
Languages and international virtual exchange
Introduction to the special issue
Helm, Francesca
European Journal of Language Policy (2019), 11, (2), 139–142.
The formation of professional identity and motivation to engage in telecollaboration in foreign language education
Pfingsthorn, JoannaKramer, ChristianCzura, AnnaStefl, Martin
European Journal of Language Policy (2019), 11, (2), 143–165.
Extended telecollaboration practice in teacher education
Towards pluricultural and plurilingual proficiency
Waldman, TinaHarel, EfratSchwab, Götz
European Journal of Language Policy (2019), 11, (2), 167–185.
Virtual exchange for (critical) digital literacy skills development
Hauck, Mirjam
European Journal of Language Policy (2019), 11, (2), 187–210.
Interculturality and language in Erasmus+ Virtual Exchange
Helm, FrancescaAcconcia, Giuseppe
European Journal of Language Policy (2019), 11, (2), 211–233.
A multilingual background for telecollaboration
Practices and policies in European higher education
Arnó-Macià, ElisabetVandepitte, SoniaMinacori, PatriciaMusacchio, Maria TeresaHanson, JoleenMaylath, Bruce
European Journal of Language Policy (2019), 11, (2), 235–255.
Adding virtual reality to the university self-access language centre
Brave new world or passing fad?
Chateau, AnneCiekanski, MaudMolle, NicolasParis, JustinePrivas-Bréauté, Virginie
European Journal of Language Policy (2019), 11, (2), 257–274
Technology and Language Learning. What the Learners Say
No full textThis paper, based on a plenary talk given at UNAM in Mexico in 2006 gives a brief overview of some recent research reports and surveys on technology and learning, particularly learner attitudes to ICT, including a survey carried out by the author at the University of Padova. It looks at some of the possible implications of research results for the use of technology in language learning, with particular reference to the self access context. Finally, the paper explores some ways in which self access centres can use technology to take into account current social-constructivist approaches to language learning, to foster learner autonomy and meet the needs of students who have to become effective language users in the information and communication society we now live in
Languages and international virtual exchange
No full textIntroduction to a special edition of the journal. The article briefly reviews new developments in virtual exchange on a policy level, and then provides a short summary of each of the articles in this special edition. The author of this introduction was co-editor of this special edition of the journal
Note from the editors
Full text linkIntroduction to the volume and the project behind it and short summary of chapters. This publication, resulting from a collaboration between Euromed Feminist Initiative and the University of Padova, builds on the knowledge of academics and advocates, shedding new insights on those challenges. It aims at supporting institutional efforts being made to guarantee women’s participation in the Syrian reconstruction, as well as advocacy initiatives carried out to ensure women’s participation in political and economic decision-making in the country’s future
New Technologies: the students' perspective
No full textThis paper presents the results of a longitudinal study regarding the experience, use and attitudes of undergraduate students of English language towards technology in language learning. After an explanation of the rationale underlying the project the author carries out a literature review,a description of the survey population, the teaching and learning context and the research tool and finally a description of the results obtained and a discussion of these
A Dialogic Model for Telecollaboration
Full text linkIn language learning contexts, telecollaboration is understood to be internet-based intercultural exchange between people of different cultural/national backgrounds set up in an institutional context with the aim of developing both language skills and intercultural communicative competence. Generally students interact with one another on 'safe' topics and subsequently reflect on and discuss their interactions with teachers and peers. This paper presents a dialogic model of telecollaboration which breaks from this tradition as it entails interaction on topics which are seen as divisive through dialogue in groups led by trained facilitators, the Soliya Connect Program (SCP). The differences between this model of telecollaboration and traditional models are illustrated, and then the author presents the results of a survey study which looks at participants' evaluation of this program, what they perceive to be the role of the facilitators and their personal learning outcomes.Nell'apprendimento linguistico, 'telecollaboration' significa scambio interculturale online tra persone di diverse culture, organizzato a livello istituzionale, con l'obiettivo di sviluppare sia competenze linguistiche che interculturali attraverso attività strutturate. Solitamente, partecipanti discutono su argomenti 'sicuri' e poi riflettono sulle interazioni in classe con il docente. Questo articolo presenta un nuovo modello di telecollaboration, Soliya Connect Program, che si differenzia da questa tradizione in quanto partecipanti discutono argomenti contenziosi sotto la guida di facilitatori esperti. Vengono illustrate le differenze tra questi diversi modelli di telecollaboration e in seguito sono presentati i risultati di uno studio che indaga la valutazione di questo progetto da parte dei partecipanti, il ruolo dei facilitatori e i risultati di apprendimento percepiti dai partecipanti.En contextos de aprendizaje de idiomas, telecolaboración se entiende como el intercambio intercultural, facilitado vía Internet, entre las personas de diferentes orígenes culturales / nacionales. La interacción es construida en un contexto institucional con el objetivo de desarrollar tanto las habilidades lingüísticas como las competencias comunicativas e interculturales. En general, los estudiantes interactúan entre sí sobre temas "seguros" y, posteriormente, reflexionan y discuten sobre sus interacciones con los profesores y compañeros. En este trabajo se presenta un modelo dialógico de telecolaboración que rompe con esta tradición, ya que implica la interacción sobre temas que se consideran de división o conflictivos, a través del diálogo en grupos dirigidos por mediadores capacitados (dentro del Programa Connect Soliya). Se ilustran las diferencias entre este modelo de telecolaboración y los modelos tradicionales. La autora presenta los resultados de un estudio de investigación que analiza la evaluación de los participantes de este programa, como perciben el papel de los mediadores y los resultados personales de aprendizaje
Emerging identities in virtual exchange
Full text linkThis book explores how identities emerge and are negotiated by young people in online facilitated dialogue, a form of virtual exchange. It offers a framework for this type of exploration based on the assumption that both the situated context and the technologies mediating online interactions influence, but do not necessarily determine, the interactions taking place and the participants’ identity orientations. Identity is viewed not as fixed and static, but rather multiple and fluid as interactants position themselves in relation to one another. This framework is then applied to the analysis of one specific virtual exchange context, and the interactions over several weeks of a group of participants from a wide range of backgrounds
The practices and challenges of telecollaboration in higher education in Europe
Full text linkTelecollaboration is an area of CALL research and practice which has developed considerably in the last twenty years. Many research studies have been carried out and important findings have been made, but there has not yet been a large scale survey to try and ‘map’ the state of the art in telecollaboration practice. Most studies focus on single telecollaboration projects and look at the project design, learning outcomes and difficulties teachers and researchers have encountered in that particular project. This paper reports on a survey which sought to explore current practices and attitudes towards telecollaboration across European universities and to identify barriers that practitioners encounter. The survey was completed in full by a total of 210 university language teachers in 23 different European countries and 131 students. The picture we found presents a broad spectrum of practices. Despite an overwhelmingly positive attitude towards telecollaboration, findings also provide large-scale confirmation of some of the problems identified in small-scale studies, such as organizational difficulties, lack of time, limited technical support and great uncertainty regarding issues students should address in their exchanges. The paper concludes with some recommendations as to how to meet these challenges and how telecollaboration practice could become mainstreamed in higher education
Exploring English as a ‘glocal language’ in online EMEMUS
Full text linkCOVID-19 led to a transition to ‘remote emergency teaching’ in higher-education contexts across the globe. The impact of this on English-medium education in multilingual university settings (EMEMUS) contexts is yet to be fully understood, but it is clear that it will be long lasting. This article outlines three online pedagogic activities that were adopted in an English-taught course that transitioned from the classroom to online. Based on a conceptualization of English as a ‘glocal language’ and motivated by an orientation towards a ‘pedagogy of care’, the activities were designed to draw on students’ rich linguistic repertoires and support community building. The first activity was a language portrait, the second entailed online and offline exploration of the linguistic landscape of the local contexts, and the third activity was the critical analysis, editing, translation, and/or adaptation of Wikipedia pages. All activities can be adapted for the ELT classroom
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