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Intercultural Communicative Competence for Global Citizenship

Identifying cyberpragmatic rules of engagement in telecollaboration

  • Book
  • © 2018

Overview

Authors:
  1. Marina Orsini-Jones

    1. School of Humanities, Coventry University, Coventry, United Kingdom

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  2. Fiona Lee

    1. School of Humanities, Coventry University, Coventry, United Kingdom

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    You can also search for this author in PubMed   Google Scholar

  • Presents innovative research on internationalisation developments in Higher Education
  • Offers practical guidelines and solutions to some of the challenges faced when engaging with global citizenship projects
  • Advances current scholarship on telecollaboration/Online International Learning (OIL) projects
  • Demonstrates how, through well-crafted telecollaboration activities, educators in any field of study can shape the development of Intercultural Communicative Competence in their learners

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xix
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  2. Introduction

    • Marina Orsini-Jones, Fiona Lee
    Pages 1-5

  3. Intercultural Communicative Competence (ICC) Revisited

    • Marina Orsini-Jones, Fiona Lee
    Pages 7-23

  4. Cyberpragmatics

    • Marina Orsini-Jones, Fiona Lee
    Pages 25-37

  5. The CoCo Telecollaborative Project: Internationalisation at Home to Foster Global Citizenship Competences

    • Marina Orsini-Jones, Fiona Lee
    Pages 39-52

  6. CoCo Research Questions and Answers

    • Marina Orsini-Jones, Fiona Lee
    Pages 53-61

  7. Emerging Online Politeness Patterns

    • Marina Orsini-Jones, Fiona Lee
    Pages 63-91

  8. Conclusion

    • Marina Orsini-Jones, Fiona Lee
    Pages 93-98

  9. Back Matter

    Pages 99-135
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Keywords

About this book

This work builds on the assumption that language learning and teaching needs to be made more relevant to the 'glocalised' digital world we live in. Its authors argue that staff in Higher Education (HE) must prepare students for effective online interaction and explores the digital, linguistic and critical intercultural components of ‘global citizenship’. The book pivots around an innovative research study; linguistic politeness frameworks are revisited to analyse the written online exchanges on an Online International Learning (OIL) - or intercultural telecollaborative - project between the UK and France.Through the use of cyberpragmatics, and inspired by Meyer and Land’s ‘threshold concept pedagogy’, the authors examine the challenges and solutions identified by an ‘expert student’ in managing rules of engagement and intercultural awareness when interacting online. This book will appeal to students and scholars of applied linguistics, education, sociolinguistics and interculturalcommunication, and provide a valuable resource for teacher trainers, language teachers and educators across the world.

Reviews

“This book offers very up-to-date information on very important issues of today’s education in an inter-cultural scenario and, specifically, within the realm of internet-mediated communication. It shows how cyberpragmatics may be fruitfully applied to computer-mediated learning. The chapters in the book offer detailed analyses of web-based intercultural communicative competence and related issues such as the management of politeness strategies in communicative practices that are devoid of physical (or cultural) co-presence.” (Francisco Yus, University of Alicante, Spain)

Authors and Affiliations

  • School of Humanities, Coventry University, Coventry, United Kingdom

    Marina Orsini-Jones, Fiona Lee

About the authors

Marina Orsini-Jones is Associate Head of School (International) and Course Director for the MA in English Language Teaching and Applied Linguistics at Coventry University, UK. She is a Principal Fellow and National Teaching Fellow of the Higher Education Academy and has published work on various CALL (Computer Assisted Language Learning) topics. 


Fiona Lee is Lecturer in French and Academic Skills at Coventry University, UK. She has published work on reflective practice and action-research-informed curricular design. She is Associate Fellow of the Higher Education Academy.



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