全球教師：網上建構教師跨文化競爭力的概念模型

 Erin-M. McCloskey, Madison (美国)

https://doi.org/10.3916/C38-2012-02-04

关键词

跨文化，競爭力，教師，職業發展，網上，概念模型，網路技術

摘要

外語能力、全球意識和跨文化交際能力被日益認為是有效參與21世紀新型經濟、公民、政治和社會生活的必不可少的方面。因此，這些技能在K16教育範疇得到了前所未有的有意的推廣。這一組對當今學生新提出來的目標意味著教育者要具備相應的能力。在美國，這些能力並不是傳統意義上職業發展中的致力重點，且對於如何在教育者身上最好地開發這些能力也毫無所知。這些能力可以用拜拉姆跨文化交際能力（ICC）模型（1997）中的術語來解釋。跨文化交際能力的開發原則認為網路學習作為一個潛在的杠杆，能有效培養教師在這一方面自我能力。文中回顧了在跨文化學習、以技術輔助的跨文化學習和網路教師職業發展方面的研究，表明了這三個領域間的交叉重疊。綜合分析這些文獻中的研究結果，本文提出了一套原則理念和教學設計特徵，以此來促進教師跨文化交際能力的培養。一個主要發現揭示了網路技術獨一無二的可供性，通過線上學習的機會，為各個學科領域教師跨文化交際能力的開發提供了支援，能有效培養教師自己在這一方面的能力。

参考资料

American Council on Education (2007). Annual Report. Washington, DC: American Council on Education.

Link Google Scholar

American Council on the Teaching of Foreign Languages (Ed.) (2002). Program Standards for the Preparation of Foreign Language Teachers. (www.actfl.org/files/public/ACTFLNCATEStandardsRevised713.pdf) (06-04-11).

Link Google Scholar

Barnett, M.; Keating, T. & al. (2002). Using Emerging Technologies to Help Bridge the Gap between University Theory and Classroom Practice: Challenges and Successes. School Science & Mathematics, 102 (6); 299-313.

Link DOI | Link Google Scholar

Bauer, B.; deBenedette, L. & al. (2006). The Cultura Project. In Belz, J.A. & Thorne, S.L. (Eds.). Internet-mediated Intercultural Foreign Language Education. Boston: Thomson Heinle; 31-62.

Link Google Scholar

Belz, J.A. & Muller-Hartmann, A. (2003). Teachers as Intercultural Learners: Negotiating German-American Telecollaboration along the Institutional Fault Line. Modern Language Journal, 87(1); 71-89.

Link DOI | Link Google Scholar

Belz, J.A. (2003). Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration. Language Learning & Technology, 7(2); 68-117.

Link Google Scholar

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, Philadelphia: Multilingual Matters.

Link Google Scholar

Byram, M.; Nichols, A. & Stevens, D. (Eds.). (2001). Developing Intercultural Communicative Competence in Practice. Clevedon, England: Multilingual Matters.

Link Google Scholar

Celentin, P. (2007). Online education: Analysis of Interaction and Knowledge Building Patterns Among Foreign Language Teachers. Journal of Distance Education, 21(3); 39-58.

Link Google Scholar

De Nooy, J. & Hanna, B.E. (2003). Cultural Information Gathering by Australian Students in France. Language and Intercultural Communication, 3; 64-80.

Link DOI | Link Google Scholar

Dooly, M. (2007). Joining forces: Promoting Metalinguistic Awareness through Computer-supported Colla-borative Learning. Language Awareness, 16(1); 57-74.

Link DOI | Link Google Scholar

Eraut, M. (1994). Developing Professional Knowledge and Competence. Bristol, PA: Falmer Press.

Link Google Scholar

Fox, R.K. & Diaz-Greenberg, R. (2006). Culture, Multiculturalism and Foreign/World Language Standards in U.S. Teacher Preparation Programs: Toward a Discourse of Dissonance. European Journal of Teacher Educa-tion, 29 (3); 401-422.

Link DOI | Link Google Scholar

Furstenberg, G.; Levet, S. & al. (2001). Giving a Virtual Voice to the Silent Language of Culture: The Culture Project. Language Learning & Technology, 5(1); 55-102.

Link Google Scholar

Garrison, D.R. & Anderson, T. (2003). E-learning in the 21st Century: A Framework for Research and Practice. London: Routledge Falmer.

Link Google Scholar

Hanna, B.E. & de Nooy, J. (2003). A Funny Thing Happened on the Way to the Forum: Electronic Discussion and Foreign Language Learning. Language Learning & Technology, 7(1); 71-85.

Link Google Scholar

Hawley, W. & Valli, L. (1999). The Essentials for Effective Professional Development: A new Consensus. In Darling-Hammond, L. & Sykes, G. (Eds.). Teaching as the Learning Profession: Handbook of Policy and Practice. San Francisco: Jossey Bass; 127-150.

Link Google Scholar

Kolb, D.A. & Fry, R. (1975). Toward an Applied Theory of Experiential Learning. In Cooper, C. (Ed.). Theories of Group Process. London: John Wiley; 33-57.

Link Google Scholar

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.

Link Google Scholar

Kramsch, C. (2003). Teaching Language along the Cultural Faultline. In Lange, D.L. & Paige, R.M. (Eds.). Cul-ture as the Core: Perspectives on Culture in Second Language Learning. Greenwich, CT: Information Age Pub-lishing; 19-35.

Link Google Scholar

Lange, D.L. (2003). Implications of Theory and Research in Second Language Classrooms, in Lange, D.L. & Paige, R.M. (Eds.). Culture as the Core: Perspectives on Culture in Second Language Learning. Greenwich, CT: Information Age Publishing; 271-336.

Link Google Scholar

Levy, M. (2007). Culture, Culture Learning and new Technologies: Towards a Pedagogical Framework. Lan-guage Learning & Technology, 11(2); 104-127.

Link Google Scholar

Lieberman, A. & Wood, D. (2001). When Teachers Write: Of Networks and Learning. In Lieberman, A. & Miller, L. (Eds.). Teachers Caught in the Action: Professional Development that Matters. New York: Teachers College Press; 174-187.

Link Google Scholar

Lo Bianco, J. Liddicoat, A.J. & Crozet, C. (Eds.). (1999). Striving for the Third Place: Intercultural Competence through Language Education. Melbourne: Language Australia.

Link Google Scholar

Muller-Hartmann, A. (2006). Learning How to Teach Intercultural Communicative Competence via Telecolla-boration: A Model for Language Teacher Education. In Belz, J.A. & Thorne, S.L. (Eds.). Internet-Mediated Intercultural Foreign Language Education. Boston: Thomson Heinle; 63-84.

Link Google Scholar

O'Dowd, R. (2003). Understanding the «Other Side»: Intercultural Learning in a Spanish-English E-mail Exchange. Language Learning & Technology, 7(2); 118-144.

Link Google Scholar

O'Dowd, R. (2006). The Use of Videoconferencing and E-mail as Mediators of Intercultural Student Ethnogra-phy. In Belz, J.A. & Thorne, S.L. (Eds.). Internet-mediated Intercultural Foreign Language Education. Boston: Thomson Heinle; 86-120.

Link Google Scholar

O'Dowd, R. (2007). Evaluating the Outcomes of Online Intercultural Exchange. ELT Journal: English Language Teachers Journal, 61(2); 144-152.

Link DOI | Link Google Scholar

Osuna, M. (2000). Promoting Foreign Culture Acquisition via the Internet in a Sociocultural Context. Journal of Educational Computing Research, 22(3); 323-345.

Link DOI | Link Google Scholar

Partnership for 21st Century Skills (2009). P21 Framework Definitions. Tucson, AZ: The Partnership for 21st Century Skills.

Link Google Scholar

Schneider, J. & Von der Emde, S. (2006). Conflicts in Cyberspace: From Communication Breakdown to Inter-cultural Dialogue in Online Collaborations. In Belz, J.A. & Thorne, S.L. (Eds.). Internet-mediated Intercultural Foreign Language Education. Boston: Thomson Heinle; 178-206.

Link Google Scholar

Sercu, L. (Ed.). (2005). Foreign Language Teachers and Intercultural Competence. Clevedon, England: Multi-lingual Matters.

Link Google Scholar

Sercu, L.; Méndez, M. & Castro, P. (2005). Culture Learning from a Constructivist Perspective: An Investigation of Spanish Foreign Language Teachers' Views. Language and Education, 19(6); 483-495.

Link DOI | Link Google Scholar

Shih, Y.C.D. & Cifuentes, L. (2003). Taiwanese Intercultural Phenomena and Issues in a United States-Taiwan Telecommunications Partnership. Educational Technology, Research & Development, 51(3); 82-90.

Link DOI | Link Google Scholar

Thorne, S.L. (2003). Artifacts and Cultures-of-use in Intercultural Communication. Language Learning & Tech-nology, 7(2); 38-67.

Link Google Scholar

Ware, P.D. & Kramsch, C. (2005). Toward an Intercultural Stance: Teaching German and English through tele-collaboration. Modern Language Journal, 89(2); 190-205.

Link DOI | Link Google Scholar

Wilson, S. M. & Berne, J. (1999). Teacher Learning and the Acquisition of Professional Knowledge: An Exami-nation of Research on Contemporary Professional Development. Review of Research in Education, 24; 173-209.

Link Google Scholar

Wiske, M.S.; Perkins, D. & Eddy Spicer, D. (2006). Piaget Goes Digital: Negotiating Accommodation of Practice to Principles. In Dede, C. (Ed.). Online Professional Development for Teachers: Emerging Models and Methods. Cambridge, MA: Harvard Education Press; 49-68.

Link Google Scholar

Fundref

这项工作没有任何财政支持

Crossmark

技术信息

度量

这篇文章的度量

浏览次数: 38589

对摘要的解读: 32840

PDF下载: 5749

的全部指标 38

浏览次数: 1108661

对摘要的解读: 923506

PDF下载: 185155

被引用