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Internet-Mediated Intercultural English Language Teaching and Learning: An Overview of Challenges and Opportunities in China

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Researching Intercultural Learning

Abstract

In the Information Age the advent of Internet technologies has made it possible to transform language learning and teaching through online intercultural exploration and exchange. However, empirical evidence from researchers and practitioners worldwide shows that the pedagogical possibilities for intercultural language teaching and learning are often shaped and framed by the national and local visions of education, and by the social context for teaching and learning practices. Among the designs of Internet-mediated intercultural foreign language activities, cross-site collaboration with external support seems to prevail worldwide, especially between ‘native speakers’ and ‘non-native speakers’. In tertiary English language teaching (ELT) in China, although similar cases are randomly reported, it is, on the whole, not clear what changes are taking place in Internet-mediated language classes, despite the fact that the goals of technology-enhanced education and developing intercultural communicative competence are both recognized in the latest national curricula, alongside other goals such as learner autonomy, creativity and critical thinking.

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Authors
  1. Liang Wang
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Editors and Affiliations

  1. De Montfort University, UK

    Lixian Jin

  2. University of Warwick, UK

    Martin Cortazzi

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© 2013 Liang Wang

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Wang, L. (2013). Internet-Mediated Intercultural English Language Teaching and Learning: An Overview of Challenges and Opportunities in China. In: Jin, L., Cortazzi, M. (eds) Researching Intercultural Learning. Palgrave Macmillan, London. https://doi.org/10.1057/9781137291646_14

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