Volume 3, Issue 1 April 2020, pp. 44–54 
A Special Issue on Student Research
Digital ethnography for culture teaching in the foreign language classroom
Margherita Berti 
1
1 University of Arizona, USA 
DOI: https://doi.org/10.29140/ice.v3n1.182
Abstract
Although recent years have recognized the importance of intercultural learning in the domain of foreign language education, current pedagogical approaches still focus on culture from a factual perspective (Kramsch, 2013). Scholars have discussed the need of developing students' critical and reflective skills, especially in today's complex reality where individuals from diverse cultural backgrounds intersect (McConachy, 2018). Technology tools hold great potential for engaging language learners in cultural interpretations and reflections since they enable connections with people and practices from all around the world. Nonetheless, the use of technology does not guarantee intercultural competency, rather educators need to be intentional when using new digital tools in the instructional context. This paper first summarizes how Computer-Assisted Language Learning tools have been used broadly in foreign language teaching and learning. Following, three main approaches for teaching culture through CALL are described. Finally, ethnographic techniques are proposed for supporting students' shift from ethnocentric toward ethnorelative perspectives and engage in practices of interpretation and critical reflection.
Copyright
© Margherita Berti
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Berti, M. (2020). Digital ethnography for culture teaching in the foreign language classroom. Intercultural Communication Education, 3(1), 44–54. https://doi.org/10.29140/ice.v3n1.182
Related Articles:
Introduction to the special issue
Julie Choi, Mei French, Sue Ollerhead
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 1–10. 
Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces
Tuba Yilmaz, Ester de Jong
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 11–25.
Mediating communication - ELF and flexible multilingualism perspectives on the Common European Framework of Reference for Languages
Constant Leung, Jennifer Jenkins
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 26–41.
Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom
Sunny Man Chu Lau
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 42–59.
Translanguaging for and as learning with youth from refugee backgrounds
Saskia Van Viegen
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 60–76.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90.
Eroding the monolingual monolith
Mei French, Janet Armitage
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 91–114.
Creating translingual teaching resources based on translanguaging grammar rules and pedagogical practices
Corinne A. Seals, Vincent Olsen-Reeder, Russell Pine, Madeline Ash, Cereace Wallace
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 115–132.
A developmental framework for online language teaching skills
Ursula Stickler, Regine Hampel, Martina Emke
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 133–151.
Language ideologies at work: Examining the linguistic landscape in public spaces of Coventry, England
Zeena Faulk
Intercultural Communication Education Published: 22 April, 2020, Volume 3(1), 4–21.
