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Assessing Intercultural Dialogue: the German ‘Wald’ and the Canadian ‘Forest’

  • Ulf Schuetze
Chapter
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Abstract

This chapter presents a matrix of assessment criteria based on the praxis of an online second language course (German/English) that used WebCT to create a virtual learning environment fostering cross-cultural student-student dialogue. The analysis of the dialogue shows that students who asked wh-questions, drew on personal experience, argued emotionally, gave examples and brought new material to the course discussed the complexity of the themes to the fullest. In reference to studies in intercultural communication, these types of assessment criteria can be seen as part of an intercultural communicative competence.

Keywords

Personal Experience Assessment Criterion Fairy Tale Virtual Learning Environment Intercultural Communication 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Resources

  1. Alred, G., Byram, M., & Fleming, M. (eds). (2003). Intercultural experience and education. Clevedon: Multilingual Matters.Google Scholar
  2. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Google Scholar
  3. Byram, M., Nichols, A., & Stevens, D. (eds). (2001). Developing intercultural competence in practice. Clevedon: Mutlilingual Matters.Google Scholar

Copyright information

© Palgrave Macmillan, a division of Macmillan Publishers Limited 2007

Authors and Affiliations

  • Ulf Schuetze

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