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Teachers as Intercultural Learners: Negotiating German–American Telecollaboration along the Institutional Fault Line
Author(s) -
Belz Julie A.,
Müller–Hartmann Andreas
Publication year - 2003
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/1540-4781.00179
Subject(s) - german , pedagogy , general partnership , sociology , socialization , negotiation , intercultural communication , psychology , linguistics , political science , social psychology , social science , philosophy , law
This article examines how social, cultural, and institutional affordances and constraints in a telecollaborative foreign language learning partnership shape the agency of online teachers. In particular, it details how various aspects of schools and schooling impact the negotiation, execution, and management of a German–American virtual course from the perspectives of the teachers. These aspects include: the misalignment of academic calendars, local patterns of socialization into the teaching profession, institution–specific classroom scripts, systems of learning assessment, student workloads, and the physical layouts of local institutions and social forms of classroom collaboration. The article presents a self–reflective case study of our 10–month electronic negotiation, execution, and management of a German–American telecollaborative partnership within the constructivist paradigm of social realism. Using Agar's (1994) notion of the linguistic rich point and examining patterns of communication, specific lexical items, and grammatical structures, the study uncovers how the culturally varying nature of schools and schooling is linguistically encoded in the texts of electronic correspondence.