Teachers as Intercultural Learners: Negotiating German–American Telecollaboration along the Institutional Fault Line

By Julie A. Belz, Andreas Müller-Hartmann. 2003

194 citations recorded by the source corpus.

Subfields: Communication, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9e7d696d600c9e5ae2a006a925fb9712f7235142

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Citations in the corpus

Understanding and Working with 'Failed Communication' in Telecollaborative Exchanges (2013, background): “Belz and MüllerHartmann (2003) identified four instances of how socioinstitutional affordances and constraints can affect German-American partnerships: (a) the misalignment of academic calendars, (b) culture-specific assessment patterns, (c) differences in the educational backgrounds of each…”
Linguistic perspectives on the development of intercultural competence in telecollaboration (2003, background): “…content analyses of e-mail and chat exchanges and retrospective learner surveys and interviews as the primary indices of gains in IC (e.g., Fischer, 1998; Furstenberg et al., 2001; Lomicka, 2001; von der Emde, Schneider, & Kötter, 2001; Warschauer, 1998; see, however, Belz & MüllerHartmann, 2003).”
Intercultural Questioning, Discovery and Tension in Internet-mediated Language Learning Partnerships (2005, background): “…communication in telecollaborative FL instruction have begun to examine the socioinstitutional, communicative and semiotic tensions inherent in telecollaborative partnerships (Belz, 2003; Belz & Müller-Hartmann, 2003; Fuchs, 2004; Kern, 1998; Sengupta, 2001; Ware, 2003; Ware & Kramsch, to appear).”
Perspectives on Technology in Learning and Teaching Languages (2006, background): “Belz and Müller-Hartmann (2003) emphasize the need to move beyond reductive accounts of the teacher as a guide on the side and stress the importance of the teacher in identifying and explaining culturally contingent patterns of interaction in electronic discourse.6 Technology-based language…”
Critical issues in telecollaborative task design (2009, background): “The learning outcomes of these telecollaborative exchanges have varied greatly and have demonstrated how online intercultural collaboration can contribute to the development of areas as diverse as learner autonomy (O'Rourke, 2006; Schwienhorst, 2000 ), linguistic accuracy and fluency (Kinginger & B”