Abstract
ABSTRACT This articles discusses some of the results of a qualitative ethnographic research on foreign language teacher's conceptions of culture in an extension course for continuing education in the virtual collaborative learning context of "Teletandem Brazil: foreign languages for all", UNESP. The results have implications for the fields of language teaching and learning mediated by new technologies and teacher education. They suggest that telepresence in teletandem provided a means for dialogically undergoing the complexities of cultural experiences. Grounded in real world interaction, these experiences can lead to the change of the knowledge base of language teacher education for intercultural communication and the teaching and learning of culture. Culture can, then, be dissociated from the idea of a homogeneous, fixed and transparent body of knowledge.
Highlights
The possibility of intercultural communication mediated by new technologies nowadays poses for Applied Linguistics the important task of investigating the impact of “cultural globalization” over the areas of foreign language teaching and teacher education
The technological expansion of audio and video tools for online communication enabled contact with other peoples and cultures without geographical displacement, which has the potential to change our social relations and the way we see and interpret the world in which we live. This has made us think about the implications of the contact afforded by teletandem interactions for language teaching and teacher education
It is widely known that many educational practices in foreign language teaching still seem to be dominated by an essentialist view of culture, characterized by problematic and/or imaginary stereotypes of national cultures
Summary
The possibility of intercultural communication mediated by new technologies nowadays poses for Applied Linguistics the important task of investigating the impact of “cultural globalization” over the areas of foreign language teaching and teacher education. Contemporary authors such as Rajagopalan (2003), Kumaravadivelu (2006), Risager (2006, 2007), Holliday, Hyde and Kullman (2010), among others, point to the necessity of thinking about language teaching from a local and global perspective that brings up cultural, discursive and linguistic flows and seizes the political character of the relationship between language, culture and society, in order to enable learners to interact with people who have other ways of thinking and acting.
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