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:
EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education & Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Claudia Borghetti
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Jason Martel
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
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), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Paula Garrett-Rucks
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Lauren Whitty
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.