Learner agency and non-native speaker identity in pedagogical lingua franca conversations: insights from intercultural telecollaboration in foreign language education

This article discusses insights gained from a case study on telecollaboration for intercultural communication in foreign language school contexts. Focus was on non-native English and German lingua franca conversations between pairs of students (aged 14-16, B1 level) from schools in France, Germany,...

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Bibliographic Details
Published in:Computer assisted language learning 2017-07, Vol.30 (5), p.351-367
Main Authors: Kohn, Kurt, Hoffstaedter, Petra
Format: Article
Language:English
Subjects:
Authenticity
Case Studies
Chat
Classroom communication
Classrooms
Communication
Communicative competence
Communicative Competence (Languages)
Competence
Computer Assisted Instruction
Computer assisted language learning
Computer Mediated Communication
Constructivism (Learning)
Creativity
English (Second Language)
English as a second language instruction
English language
Feedback
Feedback (Response)
Foreign Countries
Foreign language learning
Foreign language teaching and learning
Foreign languages
German
German as a second language instruction
German language
Human communication
Identity
Intercultural Communication
Intercultural competence
intercultural telecollaboration
Interviews
Language
Language acquisition
Language Usage
learner agency
lingua franca pedagogy
Linguistic competence
Management Systems
Native Speakers
Native-nonnative speaker communication
non-native speaker identity
Official Languages
Oral Language
Pedagogy
Personal Autonomy
Qualitative analysis
Quantitative analysis
Resourcefulness
Satisfaction
Second Language Instruction
Second Language Learning
Second language teachers
Second Languages
Secondary School Students
Self Concept
Students
Teachers
Teaching
Teaching Methods
Verbal communication
Video communication
Video Technology
Written Language
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