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
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.
© Margherita Berti
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), pp. 59-70.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 83-99.
Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), pp. 152-167.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), pp. 52-67.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), pp. 3-13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), pp. 1-16.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 102-119.
Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), pp. 118-134.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 120-141.