This book examines the relationships between online visual interfaces and language use in educational contexts and the features that underpin them to explore the complex nature of online communication and its implications for educational practice. Adopting a case study approach featuring a global range of examples, the volume uniquely focuses on multimodal intercultural interactions, with a particular interest in videoconferencing, to look at how they project and reflect particular cultural values and tendencies concerning language use and how they elucidate the complex cultural identifications and affiliations inherent in intercultural encounters. The book employs a diverse range of theoretical and research frameworks to highlight the dynamic connections between digital technology, social life, and language use, and the ways in which they can inform language education, making this an ideal resource for students and scholars in applied linguistics, communication studies, media studies, information studies, and education.
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1 Introduction: Intercultural Exchange in the Age of Online Multimodal Communication |
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1 | (22) |
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PART I Culture and Technoculture: Re-envisioning Interculturality |
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23 | (108) |
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2 Comme une Francaise: Maintaining an Intercultural Threshold Space in Online Video |
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25 | (15) |
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3 Glocal Tensions: Exploring the Dynamics of Intercultural Communication Through a Language Learner's Vlog |
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40 | (22) |
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4 People of the Eye Communicating Online: Deaf Intercultural Encounters in E-SCALE |
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62 | (24) |
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5 Intergenerational Videoconferencing: Interpersonal Bonds and the Role of the Webcam |
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86 | (24) |
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6 Translation, Video-Technology, and Interculturality: Benefits and Limits |
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110 | (21) |
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PART II Telepresence, Felt Presence, Imagined Presence |
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131 | (167) |
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7 Learning and Teaching Languages in Technology-Mediated Contexts: The Relevance of Social Presence, Co-presence, Participatory Literacy, and Multimodal Competence |
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133 | (25) |
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8 Enacting the Scenography of a Video Call Within Its Opening Sequence |
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158 | (24) |
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9 Affordances and Task Design: A Case Study of Online Mentoring Between Practicing Teachers and Adolescent Learners |
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182 | (24) |
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10 Medium and Addressivity in French Online Exchanges |
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206 | (24) |
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11 Effects of Presence in Videoconference Exchanges |
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230 | (26) |
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12 Multimodality and Social Presence in an Intercultural Exchange Setting |
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256 | (23) |
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13 Conclusion: Implications Concerning Learners, Teachers, and Research |
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279 | (19) |
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| Authors |
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298 | (4) |
| Index |
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302 | |
Richard Kern is Professor of French and Director of the Berkeley Language Center at the University of California, Berkeley, USA. His pervious publications include Language, Literacy, and Technology (Cambridge University Press, 2015) and Literacy and Language Teaching (Oxford University Press, 2000).
Christine Develotte is University Professor in Language Sciences at the École Normale Supérieure de Lyon, France. She is the originator of the online collaborative learning project Le franēais en (premičre) ligne, which has brought together tutors and learners of French from around the world since 2002.
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