Facebook Guided Telecollaboration

Bringing Monolinguals into the Classroom

30 MINUTES OF SYNCHRONOUS CHAT WILL BEGIN AT 9:30AM (MST) TUESDAY OCT. 4 USING THE EMBEDDED TLK.IO WIDGET ON THE RIGHT SIDE OF THE SCREEN (PLEASE LOOK FOR THE BLUE BAR TITLED L2DLAZCALL2016).

William Justin Morgan and Egemen Gun, The University of Alabama

Click the video frame above to view the presentation. To ask the presenters a question about their presentation, please add a comment at the bottom of this page between October 3 and October 8. Presenters will check for and reply to questions each symposium day.

Abstract

Research has discussed the purposes of telecollaboration and its influence on the acquisition of the second language pedagogically for many years (Ware & Kramsch 2005; Ware & Kessler 2014). The implementation of this poses logistical and pedagogical issues, but has shown to have numerous beneficial outcomes. These outcomes range from cultural awareness development (Belz 2003) to the linguistic feedback given by native speakers to second language (L2) learners during their online interactions (Ware 2008). During this presentation, I will discuss strategies that language educators can implement in their classrooms utilizing a communicative pedagogical approach when structuring their online and hybrid intermediate language courses. The presented strategies focus on the pros and cons of using Facebook as a means to facilitate telecollaborative activities.

References

Belz, J. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning and Technology, 7(2), 68-99.
O’dowd, R., & Waire, P. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173-188. doi:10.1080/09588220902778369
Ware, P. D., & Kramsch, C. (2005). Toward an Intercultural Stance: Teaching German and English through Telecollaboration. The Modern Language Journal, 89(2), 190-205.
Ware, P. (2008). Peer feedback on language form in telecollaboration. Language Learning and Technology, 12(1), 43-63.
Ware, P., & Kessler, G. (2014). Telecollaboration in the secondary language classroom: Case study of adolescent interaction and pedagogical integration. Computer Assisted Language Learning, 29(3), 427-450. doi:10.1080/09588221.2014.961481

Presenters
William Justin Morgan

M.A., Doctoral Student,
Department of Modern Languages and Classics
The University of Alabama

wmorgan@crimson.ua.edu

Egemun Gun

The University of Alabama

egun@crimson.ue.edu

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a hybrid symposium on research and practice

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