Ebook Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21 st Century (Telecollaboration in Education)From Peter
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Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21 st Century (Telecollaboration in Education)From Peter
Ebook Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21 st Century (Telecollaboration in Education)From Peter
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Telecollaboration, or online intercultural exchange, has become widely recognised as an effective way to promote the development of intercultural communicative competence and language skills. However, the study and implementation of new 2.0 environments such as wikis, Skype, virtual worlds and gaming for telecollaboration is still in its infancy. How can these multilingual, multimodal, collaborative environments be used to promote language and intercultural learning? What are the implications for teachers and learners and what new literacies are required? Do they offer an added-value? This book seeks to answer these questions and many more by bringing together the experience and expertise of researchers and practitioners alike. The authors offer critical stances, new frameworks and practical case studies to help the reader ‘navigate’ the world of Telecollaboration 2.0.
- Sales Rank: #5435070 in Books
- Published on: 2010-06-24
- Original language: English
- Number of items: 1
- Dimensions: 8.75" h x 6.00" w x 1.00" l, 1.50 pounds
- Binding: Paperback
- 475 pages
About the Author
The Editors: Sarah Guth teaches English as a Foreign Language (EFL) at the University of Padova, Italy. She is currently a Ph.D. candidate at the Ruhr Universit�t Bochum, Germany.
Francesca Helm is an English language teacher and researcher at the Department of International Studies at the University of Padova.
Both authors have published articles and chapters on language learning and telecollaboration. Their research interests are in the areas of computer-mediated communication and the use of technology in language learning, intercultural communication and telecollaboration, and Web 2.0 and multiliteracies.
Most helpful customer reviews
0 of 0 people found the following review helpful.
"Critical", pero no mucho! or No speak English, but I AM a citizen of the world in Web 2.0
By Joao Antonio Telles
Content is good, well grounded and it presents thought challenges for the ones who are interested in the area. However, it is quite disturbing and ironic that in times of extensive use of technologies that are supposed to link different cultures and thoughts existing in the world from the perspective of "a critical approach" (p.22 as they claim in this volume), the editors decide to write it "from the privileged position of educators working in the 'Western' educational institutions" (p.22). Would writing from the position of Eastern or South American educational institutions be a non-priviledged position??? Why? Although acknowledging such a limitation, the editors and authors of this book still fail to acknowledge that they write from a eurocentric and anglo-centered point of view. However, nowadays, that cannot be an excuse, since the very technology that they write about and explore so vigorously and "educationally" cannot prevent them from merely keeping a limited focus on what is being produced within the European context and, unfortunately, produced "in English". References are limited to books written in English, except for three or four in the whole book! Definitely, for a volume whose aim is to deal with intercultural competence and language skills that is, at least, disappointing and, at the extreme, provincial, despite of one author being from South America and another two from Japan and New Zeland. Do they write from comfortable "Eastern or Latin American positions"?. Certainly, both the editors and their authors are not monolingual and a good number of them are respected researchers in the area (Sarah Guth, Francesca Helm, Steven Thorne, to cite a few). But the scope of the book remains limited. Both editors and authors fail to refer to and to acknowledge other (relevant) works already produced in other languages an in "less comfortable parts of the world" (Latin America, for example). Why remain in such a zone of comfort? Just because it is not published in English it means it is not published or it is not relevant enough (for the European context)? Just because I am writing in English it means I am inventing the wheel? Certainly, it is quite advisable to "critically reflect" about that. Such an important requirement, particularly for a book about "Language, Literacies and Intercultural Learning in the 21st Century"!
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