China 2007 International Conference on Online FLE Promoting

China 2007 International Conference on Online FLE Promoting Internet-mediated intercultural foreign language education in China: models & implications Presented by Liang Wang The Open University, UK Weihai, China Aug 17 -18, 2007

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Outline Introduction to ICFLE in China & online development Theoretical & pedagogical development Cases of online FLE development Implications Page 1/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Introduction to ICFLE – 1 Internet-mediated intercultural foreign language education (Belz & Thorne, 2006) 4 types Telecollaboration (Int’l class-to-class exchanges) Tandem learning (language exchanges) Local learner-informant partnership (via Internet connection) Internet community Page 2/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Introduction to ICFLE – 2 Gap in China National syllabi emphasize ICC & use of Internet resources More discussion, less action Purpose Highlight the potentials and challenges that Internet technologies bring to ICFLE in China A progressive approach to a pedagogical framework Page 3/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 FLE in China – 1 Huge population vs. limited educational resources (Jin & Cortazzi, 1998) Teaching-to-exam mode vs. needs of competent language professionals (ibid. ) ‘Teacher-led, classroom-dependent, and textbook-based’ (Gu, 2002) Online programs no better than e-textbooks (Gu, 2006; Zhong & Shen, 2002) Page 4/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 FLE in China – 2 • Trend: - Classroom plays the key role & textbooks the central part Shift from teacher dominance to learner autonomy Real-life tasks with Internet use Blended instruction involving Internet technology mediation? Page 5/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Towards a framework of ICC – 1 The intercultural communicative competence model (Byram, 1997) Communicative competence Intercultural competence • • Knowledge Attitude Skills Critical cultural awareness Skills (discover, interact) knowledge Critical awareness Skills (interpret, relate) Attitudes Page 6/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Towards a framework of ICC – 2 Input Noticing Reflection Noticing Output l A progressive approach - A process model of intercultural teaching & learning (Liddicoat, 2004) - A technological dimension (information & communication tools) l A pedagogical framework for online ICC development Page 7/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Cases of online ICC development – 1 l Cultura project • • • (Furstenberg et al. , 2001) Telecollaboration (constructivist approach) Critical perceptions of both the home culture and the target culture Active participation and progressive activities • Filling in web-based questionnaires in their own languages (input – lexical, semantic awareness) • Comparing results in parallel lists (noticing) • Hypothesizing possible reasons for differences and similarities with additional resources (exploring, interpreting, constructing…) • Interacting and negotiating with online partners to investigate the cultural values and beliefs (reflecting, re-constructing) • Huge effort in design and implementation Page 8/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Cases of online ICC development – 2 l Cross. Call project • • (King, 2006) Local learner-informant partnership Linking pupils in school language classes with local undergraduates of the target languages Meeting pupils’ needs of real one-to-one communication with competent speakers for linguistic and cultural exchanges • Face-to-face meeting at the start; Paired groups • VLE Web. CT under teachers’ guidance - socializing, input - consulting, negotiating - reflecting, constructing High demand in stable and secure connection. Page 9/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Cases of online ICC development – 3 l Blue Rain Café • • (Gao, 2007) Developed from an English language club Internet community without native speaker of English Meeting in an online forum • Enhancing language learning & use with spontaneous use of Internet tools • Social networking via the medium of English • Strong sense of community ID building • unorganized input, exploring, discussing, reflecting No designated pedagogic tasks, nor professional instruction Page 10/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Implications – Where to Go? l Case 1 (Cultura): establishing collaborative institutional partnership (policy, pedagogy, technology) l Case 2 (Cross. Call): utilizing local foreign residents who are qualified as language and cultural informants in VLE (overseas teachers, students, business and industrial personals) l Case 3 (Café): leading learners through purposebuilt process of community of practice in line with intercultural learning Page 11/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Painstaking Vs. Icebreaking Adapt rather than adopt! Qs & As Contact: L. Wang@open. ac. uk Page 12/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 Main references: BELZ, J. A. & THORNE, S. L. (2006) Introduction: Internet-mediated Intercultural Foreign Language Education and the Intercultural Speaker. IN BELZ, J. A. & THORNE, S. L. (Eds. ) AAUSC 2005: Internet-mediated Intercultural Foreign Language Education. Boston, Thomson Heinle. BYRAM, M. (1997) Teaching and Assessing Intercultural Communicative Competence , Clevedon: Multilingual Matters Ltd. FURSTENBERG, G. , LEVET, S. , ENGLISH, K. & MAILLET, K. (2001) Giving A Virtual Voice to the Silent Language of Culture: The CULTURA Project. Language Learning & Technology, 5, 55 -102. http: //llt. msu. edu/vol 5 num 1/furstenberg/default. html (Accessed on 14/03/2004) GAO, X. (2007) A tale of Blue Rain Cafe: A study on the online narrative construction about a community of English learners on the Chinese mainland. System, 35, 259 -270. LIDDICOAT, A. J. (2004) Internationalisation as education. Part 1 of Models of intercultural learning and development. http: //www. unisanet. unisa. edu. au/learningconnection/staff/intrnt/report/models. pdf (Accessed on 29/06/2005) KING, T. (2006) Final Report to Cf. BT Education Trust. London, University College of London. O’DOWD, R. (2006) Telecollaboration and the Development of Intercultural Communicative Competence, Munchen, Langenscheidt ELT Gmb. H. THORNE, S. L. (2006) Pedagogical and Praxiological Lessons from Internet-mediated Intercultural Foreign Language Education Research. IN BELZ, J. A. & THORNE, S. L. (Eds. ) AAUSC 2005: Internet-mediated Intercultural Foreign Language Education. Boston, Thomson Heinle. Page 13/14

China 2007 International Conference on Online FLE Weihai 17 -18 Aug, 2007 l Note: English corner/club is a form of interaction between non-native speakers of English at fixed places beyond the classroom. This is a unique sociocultural phenomenon in China due to the short of proficient and native speakers and the lack of reallife opportunities for authentic communication. An image of Blue Rain Café (source from Gao, 2007) Back Page 14/14