Published
New Educational Environments Aimed at Developing Intercultural Understanding While Reinforcing the Use of English in Experience-Based Learning
Nuevos entornos educativos destinados a desarrollar la comprensión intercultural y a reforzar el uso del inglés mediante el aprendizaje basado en experiencias
Keywords:
Communication technologies, experiential learning, identity, indigenous peoples, intercultural understanding (en)Aprendizaje experiencial, comprensión intercultural, identidad, pueblos indígenas, tecnologías de la comunicación (es)
New learning environments with communication and information tools are increasingly accessible with technology playing a crucial role in expanding and reconceptualizing student learning experiences. This paper reviews the outcome of an innovative course offered by four universities in three countries: Canada, the United States, and Mexico. Course objectives focused on broadening the understanding of indigenous and non-indigenous peoples primarily in relation to identity as it encouraged students to reflect on their own identity while improving their English skills in an interactive and experiential manner and thus enhancing their intercultural competence.
Cada vez es más fácil tener acceso a nuevos entornos de aprendizaje que utilizan herramientas de comunicación e información en las que la tecnología desempeña un papel crucial en la expansión y la reconceptualización de las experiencias de aprendizaje del estudiante. En este artículo se revisa el resultado de un curso innovador que se ofreció en cuatro universidades de tres países: Canadá, Estados Unidos y México. Los objetivos del curso se centraron en ampliar la comprensión de los pueblos indígenas y no indígenas, en particular en relación con la identidad. Esto alentó a los estudiantes a reflexionar sobre su propia identidad, a la vez que mejoraban sus habilidades del inglés de una manera interactiva y experimental, logrando así mejorar su competencia intercultural.
References
Absalom, M., & Marden, M. P. (2004). Email communication and language learning at university—An Australian case study. Computer Assisted Language Learning, 17(3-4), 403-440.
Bazzoni, J. O. (2000). The electronic internship advisor: The case for asynchronous communication. Business Communication Quarterly, 63(1), 101-110.
Boles, W. (1999). Classroom assessment for improved learning: A case study in using e-mail and involving students in preparing assignments. Higher Education Research and Development, 18(1), 145-159.
Campbell, N. (2004). Online discussion: A tool for classroom integration? New Zealand Journal of Communication, 5(2), 3-24.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe.
Citron, J. L., & Kline, R. (2001). From experience to experiential education. International Educator, 10(4), 18-26.
Cheney, R. S. (2001). Intercultural business communication, international students, and experiential learning. Business Communication Quarterly, 64(4), 90-104.
Cox, B., Calder, M., & Fien, J. (2010). Experiential learning. In United Nations Educational, Scientific and Cultural Organization [UNESCO] (Eds.). Teaching and learning for a sustainable future. A multimedia teacher education programme. UNESCO. Retrieved from http://www.unesco.org/education/tlsf/mods/theme_d/mod20.html
Eastman, J. K., & Swift, C. O. (2002). Enhancing collaborative learning: Discussion boards and chat rooms as project communication tools. Business Communication Quarterly, 65(3), 29-41.
Finger, A., & Kathoefer, G. (2005). The quest for intercultural competence: Interdisciplinary collaboration and curricular change in business German. The Journal of Language for International Business, 16(2), 78-89.
Friedman, V. J., & Berthoin, A. A. (2005). Negotiating reality: Theory of action approach to intercultural competence. Management Learning, 36(1), 69-86.
Geary, D. C. (1995). Reflections of evolution and culture in children’s cognition: Implications for mathematical development and instruction. American Psychologist, 50(1), 24-37.
Grosse, C. U. (2002). Managing communication within virtual intercultural teams. Business Communication Quarterly, 65(4), 22-38.
Gudykunst, W. B., & Kim, Y. Y. (2003). Communicating with strangers: An approach to intercultural communication (4th ed.). Boston: McGraw-Hill.
Itin, C. M. (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21st century. The Journal of Experiential Education, 22(2), 91-98.
Kolb, D. A. (1984). Experiential learning as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lewin, K. (1952). Group decisions and social change. In T. M. Neweomb & E. L. Hartley (Eds.), Readings in social psychology (pp. 39-44). New York, NY: Holt, Rinehart & Winston.
Li, Q. (2002). Exploration of collaborative learning and communication in an educational environment using computer-mediated communication. Journal of Research on Technology in Education, 34(4), 503-516.
McNamee, S. J., & Faulkner, G. L. (2001). The international exchange experience and the social construction of meaning. Journal of Studies in International Education, 5(1), 64-78.
Mintz, S., & Hesser, G. (1996). Principles of good practice in service learning. In B. Jacoby and Associates. (Eds.), Service-Learning in higher education (pp. 26-52). San Francisco, CA: Jossey-Bass.
Montrose, L. (2002). International study and experiential learning: The academic context. FRONTIERS: The Interdisciplinary Journal of Study Abroad. Retrieved from http://www.frontiersjournal.com/issues/vol8/vol8-08_montrose.htm
The Nielsen Company/Nielsenwire. (2010). What Americans do online: Social media and games dominate the activity. Retrieved from http://blog.nielsen.com/nielsenwire/online_mobile/what-americans-do-online-social-media-and-games-dominate-activity/
Owen, E. F. (1984). Interpretive themes in relational communication. Quarterly Journal of Speech, 70(3), 274-287.
Reich, J., & Daccord, T. (2008). Best ideas for teaching with technology: A practical guide for teachers, by teachers. Armonk, NY: M.E. Sharpe, Inc.
Searle, J. R. (1995). The construction of social reality. New York, NY: Free Press.
Seelye, N. H. (1996). Experiential activities for intercultural learning. Yarmouth, ME: Nicholas Brealey Publishing Co.
Silcox, H. (1993). A how to guide to reflection: Adding cognitive learning to community service programs. Philadelphia: Brighton Press.
Shor, I. (1993). Education is politics: Paulo Freire’s critical pedagogy. In P. McLaren & P. Leonard (Eds.), Paulo Freire: A critical encounter (pp. 25-35). New York, NY: Routledge.
Ya-Weng Teng, L. (2005). A cross-cultural communication experience at a higher education institution in Taiwan. Journal of Intercultural Communication, 10. Retrieved from http://www.immi.se/intercultural/
Zorn, T., & Ruccio, S. (1998). The use of communication to motivate college sales teams. Journal of Business Communication, 35(4), 486-499.
Welch, M. (1999). The ABCs of reflection: A template for students and instructors to implement written reflection in service learning. NSEE Quarterly, 25(2), 23-25.
Article abstract page views
Downloads
How to Cite
License
Copyright (c) 2012 Leonard R. Bruguier, Louise M. Greathouse Amador
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
