MexCo An Intercultural International Online Project CU, Warwick and FESZ-UNAM (Mexico City). Marina Orsini-Jones, Elwyn Lloyd, Zoe Gazeley, Gwenola Bescond, Felipe Bustos and Beatriz Vera L ό pez Applied Research Group Pedagogical Innovation in Languages and Literature. What is MexCo?.
Marina Orsini-Jones, Elwyn Lloyd, Zoe Gazeley, Gwenola Bescond, Felipe Bustos and Beatriz Vera Lόpez
Applied Research Group Pedagogical Innovation in Languages and Literature
VLE (Moodle)-supported International intercultural knowledge-transfer exchange project
The study of Modern Languages and Cultures should include the agentification of the learner to enable them to make sense of their experience in a foreign language and culture (Vera Lόpez 2012:8)
Post-modern post-method approach adopted (Kumaravadivelu 2001): local contexts, local needs, transformational learning experience for all agents involved, metareflections
Is intercultural awareness a threshold concept?
Does the engagement with multilingual multiliteracies (digital and other) enhance intercultural awareness?
AND can the exchange help with embedding internationalisation in the DEL curriculum and support our students in becoming...
Able to recognise
CU Mission Statement
We aspire to be a dynamic, global, enterprising university. We will work in partnership with external organisations through our research and engage our students as partners in a community of learning.
Es muy bueno poder hablar con personas de un pais tan importante como Inglaterra y que esto me ayude a mi formación en el idioma es otro incentivo para hacerlo.
Cultural ‘frames’ (Gumperz and Roberts 1991)
yo no soy una persona que dedique mucho tiempo a estudiar ingles y
realmentge yo aprendo casi por imitacion asi como aprendi mi mal español
asi apredi buenas matematicas esntonces lo que se o pienzo que se son
cosas que he escuhado de peliculas o canciones o series en ingles con los
que he tenido contacto, reconocuer y poder traducir esto en mi mente con
ayuda de lo que he aprendido en clases es lo que me ayuda a aprender
ingle por eso el intercambio MexCo es un exlelente ambiente para que yo
pueda tener contacto con el verdadero ingles y no solo abtracto como en
clace(ese es mi personal punto de vista)
Some students from our partner University in Mexico (FESZ/UNAM) are planning to come to Coventry. Create a web-based Spanish/English (or French/English) guide (a learning object) to Coventry for them using the Mahara e-portfolio. The guide must include both academic and non-academic information. You need to consult the students from FESZ/UNAM on its design via Moodle (international exchange) and provide examples of how their input informed your project. You may include jointly created blogs in the project and discuss what you learnt from the experience. You will also need to keep an individual reflective record of your intercultural exchange (in terms of personal feelings, new knowledge and actions that stemmed from it) using the Mahara Project Journal tool.
‘Threshold concepts lead not only to transformed thought but to a transfiguration of identity and adoption of an extended discourse’ (Meyer and Land 2005:375, cited in Orsini-Jones 2012).
Whats the culture like in Mexico? What tourist attractions do you have there? Do you like football? I Love it!
Some of my friends here at coventry university and I have created a website about coventry and the tourist attractions.
We made it especially for you, the students in Mexico:
Let me know if you like it
Promoting these types of intercultural communication helps students to overcome stereotypes about the cultures where the language they are studying is spoken as a native language and about the people who speak that language. In the case of my students they seem to be more confident using English, they seem to be more motivated because they want to be more fluent so that they can communicate with their new friends in England and in the same way they are happy that they have helped some Spanish students with problems in Spanish. Now learning English has a new meaning for my students because they can see a real purpose in learning this language. They have learned that people in general have similar needs (Email communication, 7/12/2012)
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Lloyd, E. (2012) Language Learners’ 'Willingness to Communicate' through Livemocha.com. ALSIC - Apprentissage des Langues et Systèmes d'Information et de Communication 15 (1). Available from http://alsic.revues.org/2399
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Orsini-Jones, M. (2010) Task-Based Development of Languages Students’ Critical Digital Multiliteracies and Cybergenre Awareness. In M.J. Luzon, N. Ruiz and L. Villanueva (Eds.) Digital Genres, New Literacies and Autonomy in Language Learning. Cambridge: Cambridge Scholar (pp. 197-224).
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Vera-Lόpez, H.B. (2012) The Scholarship of Learning Modern Languages and Cultures: Integrating Education, Research and Human Development. PhD Dissertation, University of Nottingham, June 2012.
Ware, P., Liaw, M-L, and Warschauer, M.2012 ‘The use of digital media in teaching English as an international language’. In Alsagoff et el (eds) Principles and Practices for teaching English as an International Language. London: Routledge.