Investigating Optimal Computer-Mediated Cultural Instruction to Foster Intercultural Sensitivity in Online Peer Discussions

Abstract

Online classroom discussions in response to instruction about native speakers' cultural perspectives can foster learners' intercultural understanding (McBride & Wildner-Bassett, 2008). However, Garrett-Rucks (2013) found that varying the format of the cultural instruction prior to learners' online discussions can change learning outcomes. This chapter builds on Garrett-Rucks' previous finding—that native speaker informant videos promoted learners' intercultural sensitivity more than the combined use of authentic texts and explicit cultural instruction—by investigating the use of authentic texts in the absence of explicit cultural instruction. Specifically, the present study examines the ways in which 13 language learners enrolled in a Midwestern introductory French class in the United States (US) collectively mediated NS perspectives toward family practices presented in French informant videos compared to authentic texts in online peer discussions. A content analysis of the discussion transcripts detected collective shifts in learners' intercultural sensitivity—shifts from ethnorelative and ethnocentric stages of Bennett's (1993) Developmental Model of Intercultural Sensitivity—reflected in participants' postings. Findings from the analysis contribute to an understanding of ways to maximize learners' development of intercultural sensitivity in online peer discussions with optimal uses of computer-mediated cultural instruction outside of classroom instruction time.