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Telecollaboration 2.0

Language, Literacies and Intercultural Learning in the 21 st Century

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Edited By Sarah Guth and Francesca Helm

Telecollaboration, or online intercultural exchange, has become widely recognised as an effective way to promote the development of intercultural communicative competence and language skills. However, the study and implementation of new 2.0 environments such as wikis, Skype, virtual worlds and gaming for telecollaboration is still in its infancy. How can these multilingual, multimodal, collaborative environments be used to promote language and intercultural learning? What are the implications for teachers and learners and what new literacies are required? Do they offer an added-value? This book seeks to answer these questions and many more by bringing together the experience and expertise of researchers and practitioners alike. The authors offer critical stances, new frameworks and practical case studies to help the reader ‘navigate’ the world of Telecollaboration 2.0.

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Series Editors’ Preface 9

Extract

Series Editors’ Preface This volume is the first in a new series dedicated to promoting a wider understanding of the activity of telecollaboration in educational settings. The general focus of the series is on the pedagogical processes and outcomes of engaging learners in different geographical locations in virtual contact with one another, mediated through the application of online communication tools such as e-mail, synchronous chat and threaded discussion as well as more recent Web 2.0 tools such as wikis, blogs, social networking and 3D virtual worlds. The application of such activity may include different subject areas (e.g. Foreign Language Education, History, Science) as well as different educational contexts, including primary, secondary, university and adult edu- cation. We began this series with the anticipation that it will provide a space for dialogue about a wide range of issues related to telecollaboration in different educational contexts, including, but not limited to, the structure and organisation of online intercultural networks, the roles of educators in distanced-partner learning, the pedagogical theories of learning and teaching which inform telecollaborative activity, the learning outcomes of online collaboration and the importance of network-based competences for both learners and their instructors. This first volume has exceeded our expectations. In this volume, the editors have brought together a wealth of experience and knowledge from key players in the field of telecollaboration, language teaching, and intercultural learning. The contents of the book provide impor- tant insight into newly forged domains revolving around these three central themes. At the same time,...

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