Student Language Teachers as Intercultural Learners in CMC-Based Project Work

Carolin Fuchs (1)
(1) Department of French at the University of California, Berkeley, USA, United Kingdom


This paper emerged from a larger study and analyzes the reflections of a transatlantic group of future language teachers who communicated with each other via the bulletin board and chat functions of FirstClass® to design a joint website module. The author employs the Grounded Theory method and engages in action research in order to identify and analyze instances displaying cross-cultural engagement. Data triangulation entails email and chat transcripts, pre-course questionnaires, self-assessments, post-course interviews, post-course questionnaires, post-course questions, logs, voices from the classroom, and learning process statements. Findings indicate that the transatlantic group was faced primarily with difficulties regarding consensus finding, joint decision-making, and a lack of awareness regarding potential personal and professional benefits of the project.

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Carolin Fuchs (Primary Contact)
Author Biography

Carolin Fuchs, Department of French at the University of California, Berkeley, USA

Carolin Fuchs is Research Scholar in the Department of French at the University of California at Berkeley. She received her PhD from the Institut für Anglistik at the Justus-Liebig Universität Gießen (Giessen, Germany). Additionally, she holds an MA in TESOL and a Certificate in Teaching Foreign Language from the Monterey Institute of International Studies (Monterey, CA). Her primary research interests include synchronous and asynchronous CMC-based language teaching and learning, language play, electronic literacies, corpus linguistics, socio-cultural theory, dynamic assessment, intercultural learning, and electronic portfolios in language teaching and teacher education.

Fuchs, C. (2007). Student Language Teachers as Intercultural Learners in CMC-Based Project Work. Journal of Intercultural Communication, 7(1), 1–11.

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