Integrating Telecollaboration for Intercultural Language Acquisition at Secondary Education: Lessons Learned

M.K. Jauregi Ondarra

doi:10.14705/rpnet.2015.000344

Integrating Telecollaboration for Intercultural Language Acquisition at Secondary Education: Lessons Learned

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

The TILA project originated from the need to explore whether and how telecollaboration affects language learning processes for communication, intercultural understanding and motivation of youngsters learning foreign languages at secondary schools and to empower teachers to pioneer meaningful pedagogical innovation in the curriculum of foreign languages at secondary schools. In the 2,5 year lasting project 837 pupils, 300 student teachers and 48 teachers participated in telecollaboration exchanges. The results show that task-based telecollaboration can be successfully integrated in the foreign language curriculum by blending different pedagogical activities. These exchanges can contribute to enhance pupils’ communicative competence, intercultural awareness and motivation.

Original language	English
Title of host publication	Critical CALL.
Subtitle of host publication	Proceedings of the 2015 EUROCALL Conference, Padova, Italy
Editors	Francesca Helm, Linda Bradley, Marta Guarda, Sylvie Thouësny
Publisher	Research Publishing Net
Pages	268-273
ISBN (Electronic)	978-1-908416-29-2
ISBN (Print)	978-1-908416-28-5
DOIs	https://doi.org/10.14705/rpnet.2015.000344
Publication status	Published - 2 Dec 2015

Keywords

call, telecollaboration, intercultural competence, motivation
multimodal interaction
teacher training
tasks

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10.14705/rpnet.2015.000344

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title = "Integrating Telecollaboration for Intercultural Language Acquisition at Secondary Education: Lessons Learned",

abstract = "The TILA project originated from the need to explore whether and how telecollaboration affects language learning processes for communication, intercultural understanding and motivation of youngsters learning foreign languages at secondary schools and to empower teachers to pioneer meaningful pedagogical innovation in the curriculum of foreign languages at secondary schools. In the 2,5 year lasting project 837 pupils, 300 student teachers and 48 teachers participated in telecollaboration exchanges. The results show that task-based telecollaboration can be successfully integrated in the foreign language curriculum by blending different pedagogical activities. These exchanges can contribute to enhance pupils{\textquoteright} communicative competence, intercultural awareness and motivation. ",

keywords = "call, telecollaboration, intercultural competence, motivation, multimodal interaction, teacher training, tasks",

author = "{Jauregi Ondarra}, M.K.",

year = "2015",

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doi = "10.14705/rpnet.2015.000344",

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publisher = "Research Publishing Net",

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Integrating Telecollaboration for Intercultural Language Acquisition at Secondary Education: Lessons Learned. / Jauregi Ondarra, M.K.
Critical CALL.: Proceedings of the 2015 EUROCALL Conference, Padova, Italy. ed. / Francesca Helm; Linda Bradley; Marta Guarda; Sylvie Thouësny. Research Publishing Net, 2015. p. 268-273.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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N2 - The TILA project originated from the need to explore whether and how telecollaboration affects language learning processes for communication, intercultural understanding and motivation of youngsters learning foreign languages at secondary schools and to empower teachers to pioneer meaningful pedagogical innovation in the curriculum of foreign languages at secondary schools. In the 2,5 year lasting project 837 pupils, 300 student teachers and 48 teachers participated in telecollaboration exchanges. The results show that task-based telecollaboration can be successfully integrated in the foreign language curriculum by blending different pedagogical activities. These exchanges can contribute to enhance pupils’ communicative competence, intercultural awareness and motivation.

AB - The TILA project originated from the need to explore whether and how telecollaboration affects language learning processes for communication, intercultural understanding and motivation of youngsters learning foreign languages at secondary schools and to empower teachers to pioneer meaningful pedagogical innovation in the curriculum of foreign languages at secondary schools. In the 2,5 year lasting project 837 pupils, 300 student teachers and 48 teachers participated in telecollaboration exchanges. The results show that task-based telecollaboration can be successfully integrated in the foreign language curriculum by blending different pedagogical activities. These exchanges can contribute to enhance pupils’ communicative competence, intercultural awareness and motivation.

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Integrating Telecollaboration for Intercultural Language Acquisition at Secondary Education: Lessons Learned

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