Instagram: an Australian–Catalan experiment in telecollaboration
DOI:
https://doi.org/10.1344/reire2016.9.1912Keywords:
Telecollaboration, Online learning, Catalan as a second language, Intercultural competence, Interaction, InstagramAbstract
The present article explores the pedagogic potential of a project that uses the digital application Instagram to bring together Australian learners of Catalan as a second language and Catalan native speakers in a university context. The project is conducted alongside face-to-face language classes and is designed to enrich the learning process by dynamically combining written production with photography. Its main objectives are to enhance students’ communicative competence by promoting interaction between Catalan-language learners and native speakers, and to improve intercultural competence reciprocally and more directly by introducing each group to socio-cultural aspects of the other group. The data sheds light on the practice of distance interaction with native speakers as well as on the suitability of social networks for collaborative activities within a university framework.References
Araujo, J. C. (2014). El uso de blogs, wikis y redes sociales en la enseñanza de lenguas. Edutec-e. Revista Electrónica de Tecnología Educativa, 49. Recuperat de http://edutec.rediris.es/Revelec2/Revelec49/pdf/Edutec_n49_Araujo.pdf
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Bosch, A. i Cruz, M. (2014). Descripció lingüística del català i del castellà mitjançant activitats col·laboratives en línia d’anàlisi de la creativitat lèxica amb estudiants de postgrau. Actes del IV Simposi Internacional sobre l’Ensenyament del Català. Vic: Eumo.
Cassany, D. (2011). En línia. Barcelona: Graó.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Cuadros, M. i Varo, D. (2013): Twitter y la enseñanza del español como segunda lengua. RedELE: Revista Electrónica de Didáctica Español Lengua Extranjera, 25. Recuperat de http://www.mecd.gob.es/dctm/redele/MaterialRedEle/Revista/2013/2013_redELE_25_02CUADROS-VARO.pdf?documentId=0901e72b8159e13f
Dooly, M. (Ed.). (2008). Telecollaborative Language Learning: A guidebook to moderating intercultural collaboration online. New York: Peter Lang.
Friesen, H. L. (2012). Photography and Writing: Alternative Ways of Learning for ESL Students. Teaching English in the Two Year College, 40, 39-43. Recuperat de http://www.ncte.org/library/NCTEFiles/Resources/Journals/TETYC/0401-sep2012/TETYC0401Photography.pdf
Guth, S. i Helm, F. (Eds.). (2010). Telecollaboration 2.0: Language, literacies, and intercultural learning in the 21st century. Bern: Peter Lang.
Licoppe, C. (2009). Recognizing mutual ‘proximity’ at a distance. Weaving together mobility, sociality and technology. Journal of Pragmatics, 41, 1924-1937. Recuperat de http://www.sciencedirect.com/science/article/pii/S0378216608002270
Mas, M. i Vilagrasa, A. (2005). Veus 1. Curs de català A1 (llibre d’exercicis i gramàtica). Barcelona: Publicacions de l’Abadia de Montserrat.
Muller C. (2012). La photographie, un outil pour communiquer en classe de langue. Recherche et pratiques pédagogiques en langues de spécialité, Cahiers de l’APLIUT, 31, 10-27. Recuperat de http://apliut.revues.org/2224
Downloads
Published
How to Cite
Issue
Section
License
Authors keep authorship rights and confer to REIRE the rights of article’s first publication.
All the contents included into REIRE Revista d’innovació i Recerca en Educació are under Creative Commons 4.0 International license attribution, which allows the article’s reproduction, distribution and public communication, whenever authorship and the journal’s title is quoted.
