By Robert O'Dowd
This quantity offers an advent to on-line intercultural trade, the job of enticing language rookies in collaborative venture paintings with companions from different cultures by using on-line conversation know-how. The chapters examine how on-line collaboration should be effectively built-in into the international language school room and the way it might probably give a contribution to the improvement of scholars' intercultural communicative competence.
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Like. proportion. remark. Subscribe. Embed. add. sign up. The instructions of the trendy on-line global relentlessly urged participation and inspire collaboration, connecting humans in methods impossible even 5 years in the past. This connectedness doubtless impacts university writing classes in either shape and content material, developing probabilities for investigating new types of writing and scholar participation.
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Additional info for Online Intercultural Exchange: An Introduction for Foreign Language Teachers
Language Learning and Technology 7 (2), 118 Á 144. html. O’Dowd, R. (2006) The use of videoconferencing and e-mail as mediators of intercultural student ethnography internet-mediated intercultural student ethnography. A. Blez and S. Thorne (eds) Internet-mediated Intercultural Foreign Language Education (pp. 86 Á 120). Boston MA: Heinle and Heinle. O’Dowd, R. and Ritter, M. (2006) Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal 61 (2), 623 Á 642.
Inevitably, this issue highlights the need for foreign language educators to consider such concepts as the digital divide and electronic literacies. ‘The digital divide’ is a term that has been used widely in discussions on the use of the internet and society. Very often on governmental and Foreign Language Education and the Rise of Online Communication 23 administrative levels, the term has been understood as a reference to the lack of physical access to computer hardware and online technologies by economically disadvantaged parts of a population and therefore the solution is seen to be high levels of financial investment in online computer terminals in disadvantaged areas and schools.
Indeed, recent data show that Spain ranks no. 14 in the list of global internet users, coming well behind other European countries such as Germany, France, Italy and the UK (Computer Industry Almanac, 2004). These statistics also pale when compared with descriptions of the ‘digital natives’ or ‘net generation’ emerging in the USA. A study carried out in 2002 found that 86% of American college students had gone online, in comparison to 59% of the general population in the country (Jones, 2002). It also found that 74% of students used the internet four or more hours a week, while a fifth (19%) used it 12 or more hours a week.