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Sprachbasierte Medienkompetenz von Kindern und Jugendlichen

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Edited By Franc Wagner and Ulla Kleinberger

Wie unterscheidet sich die Nutzung neuer Medien bei Kindern und Jugendlichen von derjenigen bei Erwachsenen?
Im vorliegenden Band wird diese Frage aus zwei unterschiedlichen Perspektiven beleuchtet. Im ersten Teil steht die theoretische Beschreibung der Kompetenzen im Zentrum, über welche Kinder, Jugendliche und junge Erwachsene verfügen sollten, wenn sie erfolgreich an der medialen Kommunikation teilhaben wollen. Im zweiten Teil finden sich Kompetenz-Analysen zu Texten aus unterschiedlichen Kommunikationsformen der neuen Medien. Die empirischen Analysen umfassen das Schreiben aller Altersstufen junger NutzerInnen: Texte von Vorschul- und Grundschulkindern, von Studierenden unterschiedlicher Semester, aber auch Texte von gemischten Altersgruppen. Die Beiträge des Bandes erfassen ein breites Spektrum der aktuellen medialen Kommunikation. Sie eröffnen einen breit gefächerten Einblick in die Thematik und geben fundierte Antworten auf die gestellte Frage.
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Telecollaborative learning with interaction journals: Karin Vogt, Keiko Miyake

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KARIN VOGT / KEIKO MIYAKE

Intercultural learning has been a major objective in telecollaborative foreign language learning environments for some time now; however, the inner perspective of participants has not been the focus of attention. The article reports the results of a qualitative study with 54 university students of English from Japan and Germany using English as a lingua franca and using interaction journals in the framework of an e-mail project. The study aimed at exploring how interaction journals can help teachers trace and describe intercultural learning processes in telecollaborative environments and their suitability as teaching or learning tools. 54 interaction journals with follow-up interviews when necessary as well as 270 e-mails were content analysed. In the data, possible functions of interaction journals can be discerned.

Underlining the importance of intercultural competence as an objective in the foreign language classroom would be stating the obvious. Likewise, one major goal of the Council of Europe, set down in the Common European Framework of Reference for Languages (Council of Europe 2001) has been formulated as the development of plurilingual and pluricultural competence with citizens. The question remains as to how to foster intercultural communicative competence (Byram 1997), or in other words how to teach culture.

Fischer (1998) makes a useful distinction in teaching culture, namely two modes in teaching culture. He differentiates between one mode in which generalisations are made. In this mode, a seeming surface uniformity of culture is assumed and generalisations are ← 213 | 214...

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