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Book part
Publication date: 26 November 2020

Vincent Chanethom

This study describes a telecollaborative project in an upper-level French language course at an American university from the students’ perspectives. The project involved…

Abstract

This study describes a telecollaborative project in an upper-level French language course at an American university from the students’ perspectives. The project involved synchronous computer-mediated communications via the online videoconference platform Skype between US-based French language learners and French native speakers in France. In order to increase the participants’ interest and engagement in the virtual exchanges, the telecollaboration employed critical approaches in the task design. In this telecollaboration, students were asked not only to take part in an intercultural exchange with their partners on potentially sensitive topics that included freedom (e.g., freedom of speech, religious liberty), globalization (e.g., child labor), and immigration (e.g., racism, xenophobia), but also to engage in a short debate on these topics. An online anonymous survey was used to solicit their reactions and attitudes toward this critical approach, as well as toward the technology-enhanced learning activity as a whole. The qualitative analysis of the students’ responses showed that the telecollaboration project was generally well received, despite the inclusion of sensitive topics. Most students indicated that they felt most challenged by and most apprehensive about the topic of immigration, which was attributed to the concurrent complex socio-political situation at the time they participated in the telecollaboration project. High levels of anxiety were also reported from the youngest participants, those who majored or minored in other disciplines than French, and non-degree students. This exploratory study calls for more data and an in-depth analysis of the student’s discourse, especially with respect to potential differences in pragmatic strategies used for addressing sensitive versus less sensitive topics in the target language during virtual exchanges with native speakers in that target language.

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

Keywords

Book part
Publication date: 28 February 2017

Carine Ullom

This chapter describes the special advantages of globally networked learning experiences (GNLE) for engendering cognitive complexity as a means for developing mindful global…

Abstract

This chapter describes the special advantages of globally networked learning experiences (GNLE) for engendering cognitive complexity as a means for developing mindful global citizenship among undergraduate students. Practitioners discover pedagogical approaches that take advantage of the possibility of direct communication with the cultural “other” afforded by recent advances in cost-free, user-friendly, robust, and reliable technologies. Examples of effective pedagogical practices, ideas for building successful faculty-to-faculty partnerships, suggestions for preparing participants, guidelines for selecting and implementing appropriate technologies, and resources for further exploration are provided.

Details

Engaging Dissonance: Developing Mindful Global Citizenship in Higher Education
Type: Book
ISBN: 978-1-78714-154-4

Keywords

Content available
Book part
Publication date: 26 November 2020

Abstract

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

Book part
Publication date: 26 November 2020

Chesla Ann Lenkaitis, Shannon M. Hilliker and Luis Y. Castañeda

All humans have an innate ability to learn multiple languages and with ­increasing mobility across linguistic boundaries, people are more than ever embracing multilingualism. This…

Abstract

All humans have an innate ability to learn multiple languages and with ­increasing mobility across linguistic boundaries, people are more than ever embracing multilingualism. This chapter examines international students’ perceptions of their third language (L3) learning experience in their second language (L2) English context. Challenges and strategies of L3 learning are explored as data from a survey and interviews were analyzed. Twenty-eight (n = 28) international students were asked to answer Likert-scale and ­open-­ended questions regarding their L3 learning experience. Select ­participants were also interviewed. The quantitative and qualitative results show that learning an L3 not only offered international students an opportunity to strengthen their understanding of the relationship between language and culture, but also allowed them to position themselves as multilinguals within the globalized world context. Furthermore, the data reveal that technology is an integral part of international students’ L3 learning process, but that additional support is needed. This chapter also discusses ideas including technology-e­nhanced language learning to assist international students in their L3 learning experience in higher education.

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

Keywords

Book part
Publication date: 1 August 2022

Maria Laura Angelini and Rut Muñiz

This chapter presents Virtual Exchange (VE) and Simulation as a pedagogical strategy to train pre-service teachers. Through VE, students–teachers from geographically distant

Abstract

This chapter presents Virtual Exchange (VE) and Simulation as a pedagogical strategy to train pre-service teachers. Through VE, students–teachers from geographically distant locations come together with the aim of participating in a simulation. The simulation, in turn, presents a scenario and highlights several educational challenges that pre-service teachers must solve collaboratively. In so doing it, language skills, digital competence, and intercultural competence are developed. This chapter offers an overview of Virtual Exchange + Simulation, presents a complete simulation in case other teachers want to replicate the experience, and presents some of the most relevant findings out of the experience.

Details

Changing the Conventional University Classroom
Type: Book
ISBN: 978-1-80043-261-1

Keywords

Book part
Publication date: 27 June 2023

Felipe F. Guimarães and Kyria Rebeca Finardi

This chapter discusses a paradigm shift in the internationalization of higher education (IHE) in relation to the impacts of the Covid-19 pandemic, redirecting the focus from a…

Abstract

This chapter discusses a paradigm shift in the internationalization of higher education (IHE) in relation to the impacts of the Covid-19 pandemic, redirecting the focus from a “competition” to a “cooperation” orientation in this process. The disruptions caused by the pandemic in physical academic mobility, often equated with IHE, enabled the switch to virtual mobility, including more academics and cooperation in the process of IHE. In order to illustrate and ground the discussion proposed here, this chapter describes a study carried out in a Brazilian public institution, using a mixed methods approach, combining bibliographic and document research techniques with the analysis of notes from staff meetings and class observations. The analysis of notes taken during classes and meetings held through virtual exchanges (VE) and/or a Collaborative Online International Learning (COIL) project, carried out during the pandemic in the university analyzed, contrasted with the bibliographic/document analyses suggests a paradigm shift from academic mobility (for a few students only), with a “competition” orientation with partners mainly from the Global North, to a more inclusive and cooperative process, with different languages and more universities around the world. The authors conclude that virtual and alternative approaches such as VE/COIL can foster the development of more inclusive Internationalization at Home (IaH) processes, with a “cooperation” orientation.

Details

Internationalization and Imprints of the Pandemic on Higher Education Worldwide
Type: Book
ISBN: 978-1-83753-560-6

Keywords

Book part
Publication date: 25 September 2020

Vaibhav Jadhav, Dianne Chambers and Dipak Tatpuje

While many low-income countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), providing for the needs of students with…

Abstract

While many low-income countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), providing for the needs of students with disabilities in these countries is often difficult. Many governments in low-income countries experience difficulties in obtaining and supplying appropriate assistive devices and products to people in need; have issues with poor infrastructure and in general lack appropriate knowledge around the types of assistive technologies (ATs) available and how to use these to assist people with disabilities. The authors of this chapter will discuss the use of low-tech AT for students with disabilities in low-income countries, the benefits for inclusion and the difficulties involved. Reference to India will be used to explore the use of low-tech AT in a low-income country. Included in the chapter will be information on an innovative problem-based learning project implemented in six countries (five of which may be considered low-income countries), undertaken with preservice and in-service teachers.

Details

Assistive Technology to Support Inclusive Education
Type: Book
ISBN: 978-1-78769-520-7

Keywords

Content available
Book part
Publication date: 26 November 2020

Abstract

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

Content available
Book part
Publication date: 1 August 2022

Abstract

Details

Changing the Conventional University Classroom
Type: Book
ISBN: 978-1-80043-261-1

Content available
Book part
Publication date: 28 February 2017

Abstract

Details

Engaging Dissonance: Developing Mindful Global Citizenship in Higher Education
Type: Book
ISBN: 978-1-78714-154-4

1 – 10 of 14