Polish-Italian virtual exchange. Learners as teachers of their native languages

• Autorzy: Anna Pieczka
• Języki publikacji: EN

Abstrakty

EN

The article presents the benefits of virtual exchanges/telecollaboration in higher education. Telecollaboration is a form of virtual mobility which can complement or substitute physical mobility. Taking part in virtual exchanges brings benefits which are in line with the recent European recommendations on education. Importantly, telecollaboration requires lower financial outlays and less time comparing to participation in physical exchanges. Thus, its implementation allows the development of various competences (linguistic, digital, intercultural, etc.) despite students' economic and personal situation. The second part of the study presents a Polish-Italian virtual exchange conducted in the 2018/2019 academic year between the Marie Curie-Skłodowska University and the University of Turin. During the exchange learners of Polish and learners of Italian played the role of their mother tongue teachers. The research aimed to determine whether such a structure of virtual exchange is possible to be successfully implemented among students at the bachelor level. Three factors were analysed during the project: the students' choice of online tools, forms of presenting language content to partners, and acts of code switching. The data were collected from the students' production in telecollaborative tasks. It was found that giving students the possibility to choose the language code autonomously did not affect the exchange negatively. However, the students were not sufficiently prepared to act as teachers. Despite being familiar with various online tools, they chose those not adapted to the digital environment, and they found the language issues too complex to be successfully explained to their exchange partners(original abstract)

Słowa kluczowe

EN

Higher education; Foreign language teaching; Online courses; Digital technologies

PL

Szkolnictwo wyższe; Nauczanie języków obcych; Kursy online; Technologie cyfrowe

• Czasopismo: e-mentor
• Rocznik: 2020
• Numer: nr 4
• Strony: 4--12

Twórcy

autor

Anna Pieczka

Bibliografia

• Bower, J., Kawaguchi, S. (2011). Negotiation of meaning and corrective feedback in Japanese/English eTandem." Language Learning & Technology", 15(1), 41-71.
• Commission of the European Communities. (2009). Green Paper: Promoting the learning mobility of young people. Commission of the European Communities. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2009:0329:FIN:EN:PDF
• Council of Europe. (2001). Common European framework of reference for languages: learning, teaching, assessment. Council of Europe.
• Council of Europe. (2018). Common European framework of reference for languages: learning, teaching, assessment. Companion volume with new descriptors. Council of Europe.
• Dooly, M. (2007). Choosing the appropriate communication tools for an online exchange. In R. O'Dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 213-234). Multilingual Matters.
• European Commission. (2009). Communiqué of the Conference of European Ministers Responsible for Higher Education. (2009, April 29). Leuven and Louvain-la-Neuve, 28-29 April 2009. https://ec.europa.eu/commission/presscorner/detail/en/IP_09_675
• European Commission. (2018a). Commission Staff Working Document. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the Digital Education Action Plan. European Commission. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52018SC0012
• European Commission. (2018b). Załącznik do wniosku dotyczącego zalecenia Rady w sprawie kompetencji kluczowych w procesie uczenia się przez całe życie. European Commission. https://ec.europa.eu/transparency/regdoc/rep/1/2018/PL/COM-2018-24-F1-PL-ANNEX-1-PART-1.PDF
• European Commission. (2019). Erasmus+ Annual Report 2018. Publications Office of the EU. https://doi.org/10.2766/989852
• European Commission. (2020). Erasmus+ 2018 in Numbers. Poland. European Commission. https://ec.europa.eu/programmes/erasmus-plus/resources/documents/poland-erasmus-2018-numbers_en
• European Youth Portal. (n.d.). Erasmus+ Virtual Exchange. Retrieved November 3, 2020 from https://europa.eu/youth/erasmusvirtual
• Fuchs, C., Hauck, M., Müller-Hartmann, A. (2012). Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. "Language Learning & Technology", 16(3), 82-102. https://doi.org/10125/44301
• Główny Urząd Statystyczny. (2018, June 15). Szkolnictwo wyższe w roku akademickim 2017/2018 (dane wstępne). https://stat.gov.pl/obszary-tematyczne/edukacja/edukacja/szkolnictwo-wyzsze-w-roku-akademickim-20172018-dane-wstepne,8,5.html
• Grau, M. K., Turula, A. (2019). Experiential learning of telecollaborative competences in pre-service teacher education. Language Learning & Technology, 23(3), 98-115. http://hdl.handle.net/10125/44698
• Guth, S., Thomas, M. (2010). Telecollaboration with Web 2.0 tools. In S. Guth, & F. Helm (Eds.), Telecollaboration 2.0 (pp. 39-68). Peter Lang.
• Hauck, M. (2019). Virtual exchange for (critical) digital literacy skills development. "European Journal of Language Policy", 11(2), 187-210. https://doi.org/10.3828/ejlp.2019.12
• Helm, F. (2014). Developing digital literacies through virtual exchange." eLearning Papers", 38, 43-52.
• Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. "Language Learning & Technology", 19(2), 197-217. http://dx.doi.org/10125/44424
• Helm, F., & van der Velden, B. (2019). Erasmus+ virtual exchange: intercultural learning experiences: 2018 impact report. European Union and EACEA. http://www.doi.org/10.2797/668291
• Hughes, J. (2010). The Multilingual Internet. In S. Guth, F. Helm (Eds.), Telecollaboration 2.0 (pp. 249-274). Peter Lang.
• Kötter, M. (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2), 145-172. http://dx.doi.org/10125/25203
• Kurek, M., & Müller-Hartmann, A. (2017). Task design for telecollaborative exchanges: In search of new criteria." System", 64, 7-20. https://doi.org/10.1016/j.system.2016.12.004
• Lewis, T., & O'Dowd, R. (2016a). Introduction to online intercultural exchange and this volume. In T. Lewis, R. O'Dowd (Eds.), Online intercultural exchange: policy, pedagogy, practice (pp. 3-20). Routledge. https://doi.org/10.4000/alsic.3246
• Lewis, T., & O'Dowd, R. (2016b). Online intercultural exchange and foreign language learning: a systematic review. In T. Lewis, & R. O'Dowd (Eds.), Online intercultural exchange: policy, pedagogy, practice (pp. 21-65). Routledge. https://doi.org/10.4000/alsic.3246
• Nogueira de Moraes Garcia, D., O'Connor, K., Cappellini, M. (2017). A typology of metacognition: Examining autonomy in a collective blog compiled in a teletandem environment. In M. Cappellini, T. Lewis, A. R. Mompean (Eds.), Learner autonomy and Web 2.0 (pp. 67-90). Advances in CALL Research and Practice.
• O'Dowd, R. (2007). Introduction. In R. O'Dowd (Ed.), Online intercultural exchange. An introduction for foreign language teachers (pp. 3-16). Multilingual Matters.
• O'Dowd, R. (2011). Intercultural communicative competence through telecollaboration. In J. Jackson (Ed.), The Routledge Handbook of language and intercultural communication (pp. 342-358). Routledge.
• O'Dowd, R. (2016). Emerging trends and new directions in telecollaborative learning. "Calico Journal", 33(3), 291-310. https://doi.org/10.1558/cj.v33i3.30747
• O'Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the-art and the role of UNICollaboration in moving forward. "Journal of Virtual Exchange", 1, 1-23. https://doi.org/10.14705/rpnet.2018.jve.1
• O'Rourke, B. (2005). Form-focused interaction in online tandem learning. "Calico Journal", 22(3), 433-466. https://doi.org/10.1558/cj.v22i3.433-466
• O'Rourke, B. (2007). Models of telecollaboration (1): eTandem. In R. O'Dowd (Ed.), Online intercultural exchange: an introduction for foreign language teachers (pp. 41-61). Multilingual Matters.
• Schenker, T. (2012). Intercultural competence and cultural learning through telecollaboration." Calico Journal", 29(3), 449-470. https://doi.org/10.11139/cj.29.3.449-470
• Schenker, T., & Poorman, F. (2017). Students' perceptions of telecollaborative communication tools. In C. Ludwig, K. van de Poel (Eds.), Collaborative language learning and new media: insights into an evolving field (pp. 55-71). Peter Lang.
• Sevilla-Pavón, A. (2016). Affordances of telecollaboration tools for English for Specific Purposes online learning. "World Journal on Educational Technology: Current Issues". 8(3), 218-223. https://doi.org/10.18844/wjet.v8i3.696
• Thorne, S. (2016). Forward: the virtual internationalization turn in language study. In T. Lewis, & R. O'Dowd (Eds.), Online intercultural exchange: policy, pedagogy, practice (pp. IX-XI). Routledge.

Identyfikatory

DOI

https://doi.org/10.15219/em86.1477