Developing Intercultural Competence And Multiple Subject Positions In A Lingua Franca Telecollaboration Exchange: A Case Study Report

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  Developingintercultural competenceandmultiple subjectpositionsin a linguafranca telecollaborationexchange: a casestudyreport Marta GuardaUniversityofPadova The FifthInternational ConferenceofEnglish asa Lingua FrancaIstanbul 24-26 May 2012  Presentationoutline  Telecollaboration  ICC (Byram1997)  Aimsofstudy  Padova-Innsbruckexchange:  structureand characteristics  topicsand themes  students  ICC analysis:  data sources  method  examples  Subjectpositionsin anELF exchange:  data sourcesand method  examplesand discussion  Telecollaboration IS  Internet-basedintercultural exchange(emails, wikis..)  betweenstudentswithdifferentcultural/nationalbackgroundsorganizedin institutionalcontexts(Helm & Guth2010: 14)  an alternative to mobility programmes(O’Dowd 2011: 372)AIMS TO DEVELOP  languageskills(Belz2003; Belz& Thorne2006; O’Dowd2006)  online literacies(Helm& Guth2010)  intercultural communicativecompetence(ICC) (Byram1997)  Intercultural CommunicativeCompetence  Why an ELF exchange?  the number of English NNS speakers now outnumbers that ofNS (Crystal 2003) and “most ELF interactions take placeamong non-native speakers of English”(Seidlhofer2005: 339)  …and yet, only a minor number of telecollaborationprojectsusing a lingua franca have been described (Al-Jarf2006;Basharina2007; Liaw2009; Genet 2010; Guth2008;Guardaet al. 2011; Kohn and Warth2010; Helm et al.2011)  interesting debate on ELF: a culture-free contact zone or alanguage which displays “an array of various identities”(Fiedler 2011: 92) and cultures?