Languaging about Intercultural Communication: The Occurrence and Conceptual Focus of Intracultural Peer Collaborative Dialogues

Autor/in	McNeil, Levi
Titel	Languaging about Intercultural Communication: The Occurrence and Conceptual Focus of Intracultural Peer Collaborative Dialogues
Quelle	In: Language Awareness, 26 (2017) 3, S.151-169 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2017.1377723
Schlagwörter	Intercultural Communication; Language Usage; Peer Relationship; Public School Teachers; Inservice Teacher Education; Teaching Methods; Role; Cultural Awareness; Foreign Countries; Computer Mediated Communication; Cooperative Learning; Films; Language Teachers; Masters Programs; English (Second Language); Second Language Learning; Second Language Instruction; Sociocultural Patterns; South Korea + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Sprachgebrauch; Peer-Beziehungen; Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Cultural identity; Kulturelle Identität; Ausland; Computerkonferenz; Kooperatives Lernen; Film; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Korea; Republik
Abstract	This study examined intracultural peers using language as a cognitive tool (i.e. "languaging") to recognise, understand, and explain intercultural communication concepts. In pairs, 42 Korean public school teachers enrolled in an in-service program completed a describe-interpret-evaluate task through synchronous computer-mediated communication. To investigate languaging about intercultural communication, the analytic concept of language-related episode (LRE) was adapted to create intercultural communication meta-talk (IC-MT). Transcripts from the task were analysed for: (1) the occurrence of IC-MT, and (2) the focus of IC-MT instances in relation to concepts underlying intercultural communication. Results showed that IC-MT occurred at variable rates in peer discourse, sometimes included problematic interactional features, and focused on four aspects of intercultural communication. This study suggests that the intracultural peers use language in ways that create conditions for intercultural learning and that multiple factors mediate participation in collaborative dialogue. Pedagogical implications of the findings are discussed, in addition to avenues for future investigations on languaging and its role in the formation of intercultural competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01