Self-Directed Telecollaboration as Inclusion: From Intercultural Capital to Intercultural Competence

Joshua N. W. Gray

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Chapter 13 Self-Directed Telecollaboration as Inclusion

From Intercultural Capital to Intercultural Competence

In: Inclusive Educational Ethics, Facing the Facts

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Joshua N. W. Gray

Joshua N. W. Gray
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Type:: Chapter

Pages:: 214–231

DOI:: https://doi.org/10.1163/9789004705968_014

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Abstract

In the field of language learning, it is well accepted that intercultural telecollaboration offers a useful opportunity for inclusivity, allowing students to encounter and engage with otherness in cases where such opportunities are limited in their ordinary environment. However, the way in which learners approach such intercultural telecollaborations is likely to vary considerably depending on their previous experience of interacting with diverse communities, travelling or living abroad, and language learning. Drawing on Bourdieu’s (1986) concept of cultural capital, such experience is referred to as intercultural capital (Pöllmann, 2009, 2013). In this sense, it is important to build intercultural competence by drawing upon an individual’s prior experience, considering students not merely as learners with a deficient command of the target-language, but as speakers looking to expand their expressive repertoires through cultural and linguistic learning (Kramsch, 1995; Liddicoat, 2008; Liddicoat & Scarino, 2013).

This paper discusses four self-directed intercultural telecollaborations between students from France, Italy, Bulgaria, and Brazil, in order to determine what level of autonomy and intercultural competence they showed, and how this related to inequalities in their initial intercultural capital. It shows that students with a higher intercultural capital appear to have a higher level of language awareness, and a better understanding of the mechanisms of language learning, while students with a lower intercultural capital improve through self-directed intercultural telecollaborations if they feel they have successfully reached their self-set goals. This shows that clear links exist between intercultural capital, intercultural competence, and self-regulation.

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Inclusive Educational Ethics, Facing the Facts

Series: ISATT Conference Series, Volume: 2

E-Book ISBN:: 9789004705968

Publisher:: Brill

Print Publication Date:: 27 Aug 2024

Subjects
- Education
  - Inclusive Education

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Chapter 13 Self-Directed Telecollaboration as Inclusion

From Intercultural Capital to Intercultural Competence

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Inclusive Educational Ethics, Facing the Facts

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