scholarly journals Moral Deference and Authentic Interaction

2016 ◽  
Vol 113 (7) ◽  
pp. 346-357 ◽  
Author(s):  
Knut Olav Skarsaune ◽  
Keyword(s):  
Authentic Interaction

Becoming Real: Using the Artistic Pedagogical Technology of Photovoice as a Medium to Becoming Real to One Another in the Online Educative Environment

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Katherine J Janzen ◽  
Beth A Perry ◽  
Margaret Edwards
Keyword(s):  
Online Education ◽  
Social Interactions ◽  
Teaching Strategy ◽  
Research Focus ◽  
Human Interactions ◽  
The Past ◽  
Online Classrooms ◽  
Authentic Voice ◽  
Purposive Sample ◽  
Authentic Interaction

Over the past decade, online education has become common place. Critics of online education point to the possible loss of social interaction and interpersonal connections in this educational medium. Broadly, our research focus is how human to human interactions can be sustained and even enhanced in online classrooms. Specifically, this paper focuses on how one Artistic Pedagogical Technology called Photovoice (Perry & Edwards, 2010) may support these valued social interactions. Using a purposive sample of 46 graduate students in a large online university, online interactions resulting from the teaching strategy of Photovoice were analyzed for presence of authentic voice and authentic interaction. Lincoln and Guba’s (1985) authenticity criteria were adapted to evaluate Photovoice as an authentic medium. The results of this study show support for the use of Photovoice as a medium for becoming “real” or authentic to one another and as a modality of sustaining authentic interaction in the online environment.

An appraisal of the Language Contact Profile as a tool to research local engagement in study abroad

2016 ◽  
Vol 1 (2) ◽  
pp. 248-276 ◽  
Author(s):  
Julieta Fernandez ◽  
Anna M. Gates Tapia
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
University Students ◽  
Language Contact ◽  
Qualitative Interview ◽  
Reliable Data ◽  
Numerical Comparisons ◽  
Local Engagement ◽  
Discourse Quality ◽  
Authentic Interaction

Assessing the type and quantity of out-of-class foreign language (L2) interaction that learners engage in is crucial in study abroad research. This assessment has commonly been performed with the Language Contact Profile (LCP). This article critically appraises the LCP as a measure for providing reliable data to correlate language interaction with language gains. Information about the L2 use of U.S. university students studying in Argentina was obtained using quantitative (LCP) and qualitative (interview, authentic interaction, and observation) measures. The results suggest that some LCP items were ambiguous and limited in their ability to capture fluctuations in students’ local engagement throughout the semester. The LCP also provided internally inconsistent participant reports of out-of-class L2 use. Notably, the results highlight the importance of considering discourse quality when comparing hours of interaction reported by different students, suggesting that numerical comparisons across participants cannot be interpreted to necessarily lead to comparable language gains.

scholarly journals Control, Communication, and Knowledge-Building in Asian Call Centers

2014 ◽  
Vol 3 (3) ◽  
pp. 64
Author(s):  
Maria Lombard
Keyword(s):  
Call Center ◽  
Knowledge Building ◽  
Call Centers ◽  
The Philippines ◽  
Workplace Writing ◽  
Language Differences ◽  
And Control ◽  
Corporate Language ◽  
Authentic Interaction

Communication within international call centers can be significantly complicated by breakdowns that result from multiple layers of corporate language.  This case study explores training sessions and documentation developed and delivered by an American team responsible for training international call center workers located in the Philippines.  Findings show that attempts to standardize and control workplace language can limit meaningful two-way communication, leaving workers to both question what they are told and invent new ways of communicating.  Recommendations are presented in this study for a workplace writing model that can overcome language differences through authentic interaction.

Virtual language learning: potential and practice

ReCALL ◽  
1998 ◽  
Vol 10 (1) ◽  
pp. 53-58 ◽  
Author(s):  
Uschi Felix
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Learning Potential ◽  
Web Based ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
Authentic Interaction

How realistic is it to achieve good quality language learning and teaching using technology? This paper looks at the advantages and disadvantages of using CD-ROMs and Web-based materials in the quest for providing meaningful interactive language learning strategies to students. It will demonstrate that the advantages outweigh the disadvantages, at least in terms of pedagogy, and that there is no need to reject technology despite difficulties and frustrations because the latest developments in technology, especially on the WWW, have significantly increased the potential for even more authentic interaction in the classroom. Illustrations from our Vietnamese course are included.

Interactive alignment: A teaching-friendly view of second language pronunciation learning

2013 ◽  
Vol 49 (3) ◽  
pp. 411-422 ◽  
Author(s):  
Pavel Trofimovich
Keyword(s):  
Second Language ◽  
Language Patterns ◽  
Alignment Model ◽  
L2 Pronunciation ◽  
Authentic Interaction

Interactive alignment is a phenomenon whereby interlocutors adopt and re-use each other's language patterns in the course of authentic interaction. According to the interactive alignment model, originally proposed by Pickering & Garrod (2004), this linguistic coordination is one way in which interlocutors achieve understanding in dialogue, occurring at the level of the lexicon, grammar, and pronunciation. The goal of this paper is to extend this model to second language (L2) pronunciation and to discuss its possible implications for L2 pronunciation teaching.

Translanguaging as a Pedagogical Practice for Successful Inclusion in Linguistically and Culturally Diverse Classrooms

2022 ◽  
pp. 422-448
Author(s):  
Isaak Papadopoulos
Keyword(s):  
Culturally Diverse ◽  
Immigrant Students ◽  
School Context ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Intercultural Awareness ◽  
Diverse Classrooms ◽  
Observation Protocols ◽  
Authentic Interaction

The research was developed and implemented to investigate the attitudes and views of both Greek and immigrant students with regard to performing translanguaging and its role in their communication, as well as in enhancing their intercultural awareness and sensitivity, in an attempt to explore whether translanguaging can lead to a successful inclusion of students with different linguistic and cultural backgrounds at school. To clarify it more, the research focused on investigating whether translanguaging improved and enhanced 1) students' interaction and 2) collaboration on joint projects/tasks within and outside the school context. The researcher made use of 1) semi-structured interviews with students, while 2) special observation protocols were used by the researcher to record authentic interaction and communication of students and teachers in practice and to explore trends towards raising intercultural awareness and sensitivity in environments that encourage translanguaging.

scholarly journals Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education

1995 ◽  
Vol 65 (3) ◽  
pp. 445-472 ◽  
Author(s):  
Kris Gutierrez ◽  
Betsy Rymes ◽  
Joanne Larson
Keyword(s):  
Knowledge Representation ◽  
Cultural Values ◽  
Classroom Discourse ◽  
Third Space ◽  
Board Of Education ◽  
Join Construction ◽  
Authentic Interaction

In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of a "third space" — a place where the two scripts intersect, creating the potential for authentic interaction to occur. Using an analysis of a specific classroom discourse, the authors demonstrate how, when such potential arises, the teacher and students quickly retreat to more comfortable scripted places. The authors encourage the join construction of a new sociocultural terrain, creating space for shifts in what counts as knowledge and knowledge representation.

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