Volume 16, Issue 1 April 2020, pp. 3–27 Download PDF

Regular Articles

”Soy estudiante de ingles :)” - A telecollaborative approach to intercultural and ethnographic engagement in a Hong Kong university course

Carolin Fuchs1

1 Northeastern University, USA c.fuchs@northeastern.edu

DOI: https://doi.org/10.29140/jaltcall.v16n1.290


Abstract

This ethnographic case study explores intercultural and ethnographic engagement by undergraduate Hong Kong students enrolled in an Intercultural Communication course at a public research university. Ethnographic projects originated from virtual exchanges with undergraduates in a professional writing course at a private research institution on the East Coast in the U.S. Using a discourse approach as taught in the course, Hong Kong teams explored, analyzed, and reflected on intercultural communication topics as experienced in social networking sites. Hong Kong teams elicited from their U.S. partners information on their personal, institutional, and professional contexts. Online interactions took place on Facebook over 10 weeks, and Hong Kong teams were encouraged to analyze their online interactions for an ethnographic project, a course requirement. The author investigates Hong Kong students’ prior experiences and expectations, and if and how Hong Kong students engaged with counterparts in the U.S. on Facebook to collect information on their topic, and if Hong Kong teams analyzed their Hong Kong-U.S. exchanges. Data triangulation includes a pre- and post-project survey, Facebook interactions, and ethnographic projects. Findings indicate that the majority of Hong Kong teams used their online exchanges for analysis in relation to course themes (e.g., politeness, face systems, corporate ideologies) as well as commented on the cultural exchange as a learning outcome.



Copyright

© Carolin Fuchs

CC  4.0
This work is licensed under a Creative Commons Attribution 4.0 International License.


Suggested citation

Fuchs, C. (2020). ”Soy estudiante de ingles :)” - A telecollaborative approach to intercultural and ethnographic engagement in a Hong Kong university course. The JALT CALL Journal, 16(1), 3–27. https://doi.org/10.29140/jaltcall.v16n1.290


Related Articles:

EFL learners’ peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education and Assessment Published: 30 April, 2019, Volume 2(1), 41–56. Download PDF


Interculturality as collaborative identity management in language education
Claudia Borghetti
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38. Download PDF


Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Jason Martel
Language Education and Assessment Published: 31 August, 2019, Volume 2(2), 57–69. Download PDF


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. Download PDF


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. Download PDF


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. Download PDF


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. Download PDF


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. Download PDF


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. Download PDF


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. Download PDF