Higher Education

AAUSC 2005: Internet-mediated Intercultural Foreign Language Education, 1st Edition

  • Julie A. Belz Pennsylvania State University
  • Steven L. Thorne Pennsylvania State University
  • Sally Sieloff Magnan University of Wisconsin - Madison
  • ISBN-10: 1413029922  |  ISBN-13: 9781413029925
  • 320 Pages
  • © 2006 | Published
  • College Bookstore Wholesale Price = $62.50



This volume explores the "intercultural perspective" on foreign language education. From this viewpoint, the focus of language learning is redefined in terms of intercultural rather than communicative competence. Internet-mediation is a praxiological reflex of this conceptual shift in that it affords the embedding of foreign language learning and instruction in the sociocultural and sociopolitical contexts of language use and development in the form of classroom-based intercultural collaborations between internationally dispersed representatives of the languacultures under study. The contributions to the volume examine the pedagogy, processes, and outcomes of NS-NNS Internet-mediated language and culture learning partnerships in French, German, Spanish, EFL, and Russian from a variety of theoretical and methodological perspectives, including model learning, reflective practice, learner corpus analysis, cultural studies, ethnography, interactionism, and critical theory. Internet-mediated Intercultural Foreign Language Education represents the 2005 volume of the annual series Issues in Language Program Direction sponsored by the American Association of University Supervisors and Coordinators of Foreign Language Programs under the editorship of Sally Magnan.

Table of Contents

1. Steven L. Thorne: Pedagogical and Praxiological Lessons from Internet-Mediated Intercultural Foreign Language Education Research.
2. Beth Bauer, Lynne deBenedette, Gilberte Furstenberg, Sabine Levet and Shoggy Waryn: Internet-Mediated Intercultural Foreign Language Education: The Cultura Project.
3. Andreas Müller-Hartmann: Learning How to Teach Intercultural Communicative Competence via Telecollaboration: A Model for Language Teacher Education.
1. Robert O'Dowd: The Use of Videoconferencing and E-mail as Mediators of Intercultural Student Ethnography.
2. Paola E. Dussias: Morphological Development in Spanish-American Telecollaboration.
3. Lina Lee: A Study of Native and Nonnative Speakers' Feedback and Responses in Spanish-American Networked Collaborative Interaction.
1. Jeffrey Schneider and Silke von der Emde: Conflicts in Cyberspace: From Communication Breakdown to Intercultural Dialogue in Online Collaborations.
2. Julie A. Belz: At the Intersection of Telecollaboration and Learner Corpus Analysis: Considerations for Language Program Direction.
3. Robert Train. Epilogue: A Critical Look at Technologies and Ideologies in Internet-Mediated Intercultural Foreign Language Education.

Meet the Author

Author Bio

Julie A. Belz

Julie A. Belz earned her Ph.D. from the University of California at Berkeley. She is currently an Assistant Professor of German and Applied Linguistics and a Project Director at the Center for Advanced Language Proficiency Education and Research (CALPER) at Penn State University. She specializes in additional language learning and development, computer-mediated intercultural communication, interlanguage pragmatics, learner corpus analysis, discourse analysis, learner identity, language play, multilingual discourse, and literary accounts of language learning. Julie conducts networked courses between the United States and Germany and oversees the establishment of Telekorp, a bilingual corpus of computer-mediated learner language. Her research has been supported by grants from the U.S. Department of Education.

Steven L. Thorne

Steven L. Thorne received his Ph.D. from the University of California at Berkeley. He is currently the Associate Director of the Center for Language Acquisition, Associate Director of the Center for Advanced Language Proficiency Education and Research (a National Foreign Language Resource Center), and Assistant Professor in Linguistics and Applied Language Studies at The Pennsylvania State University. His research addresses activity theory, additional language learning, and computer-mediated communication.

Sally Sieloff Magnan

Sally Sieloff Magnan received her Ph.D. from Indiana University. She is a Professor of French and Director of the University of Wisconsin-Madison Language Institute. She is also Editor of the Modern Language Journal. She teaches courses at the graduate and undergraduate levels in college teaching methods, second language studies, French language, and topics in French immigration. She received the honor of Chevalier dans l'Ordre des Palmes Académiques and several teaching awards.