The Trouble with Cyberpragmatics: Embedding an Online Intercultural Learning Project into the Curriculum

Marina Orsini-Jones, Elwyn Lloyd, Michael Cribb, Fiona Lee, Gwenola Bescond, Amine Ennagadi, Brenda Garcia

Research output: Contribution to journalArticle

2 Citations (Scopus)
55 Downloads (Pure)

Abstract

This paper reports on MexCo (Mexico-Coventry), an ongoing online intercultural learning project underpinned by action research. Its aim is to embed internationalisation into the curriculum of the institutions involved in order to promote citizenship competences, online intercultural communicative competence in particular, among both students and staff. The integration of telecollaboration into the curriculum has highlighted problematic aspects of the development of intercultural communicative competence (ICC), such as cyberpragmatics (Yus, 2011). Cyberpragmatics is intended here as the skill of understanding others’ intended meanings in computer-mediated communication. It is suggested that cyberpragmatics in online intercultural learning exchanges is a ‘Threshold Concept’ (TC) (Meyer & Land, 2005, p. 375), i.e. a key concept that is troublesome to understand as it is challenging to the identity of the learner, but which could open new learning horizons to the students who do manage to grasp it. It is proposed that cyberpragmatics is an integral components of ICC and that staff in Higher Education should support students to develop their global citizenship competences, including effective communication online in settings where English is used as the shared mean of online communication
Original languageEnglish
Article number4
Pages (from-to)50-65
Number of pages15
JournalInternational Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
Volume7
Issue number1
DOIs
Publication statusPublished - 1 Jan 2017

Fingerprint

intercultural learning
communicative competence
Curricula
Students
curriculum
Communication
citizenship
staff
student
communication
computer-mediated communication
internationalization
action research
Mexico
Education
learning
Curriculum
education
Communicative Competence

Keywords

  • MexCo
  • Global Citizenship
  • Intercultural Communicative Competence (ICC)
  • Threshold Concept
  • Action Research
  • Cyberpragmatics
  • Online Intercultural Learning

ASJC Scopus subject areas

  • Arts and Humanities(all)

Cite this

The Trouble with Cyberpragmatics : Embedding an Online Intercultural Learning Project into the Curriculum. / Orsini-Jones, Marina; Lloyd, Elwyn; Cribb, Michael; Lee, Fiona; Bescond, Gwenola; Ennagadi, Amine; Garcia, Brenda.

In: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Vol. 7, No. 1, 4, 01.01.2017, p. 50-65.

Research output: Contribution to journalArticle

@article{cc2665dde2df431b867f38970582c0d7,
title = "The Trouble with Cyberpragmatics: Embedding an Online Intercultural Learning Project into the Curriculum",
abstract = "This paper reports on MexCo (Mexico-Coventry), an ongoing online intercultural learning project underpinned by action research. Its aim is to embed internationalisation into the curriculum of the institutions involved in order to promote citizenship competences, online intercultural communicative competence in particular, among both students and staff. The integration of telecollaboration into the curriculum has highlighted problematic aspects of the development of intercultural communicative competence (ICC), such as cyberpragmatics (Yus, 2011). Cyberpragmatics is intended here as the skill of understanding others’ intended meanings in computer-mediated communication. It is suggested that cyberpragmatics in online intercultural learning exchanges is a ‘Threshold Concept’ (TC) (Meyer & Land, 2005, p. 375), i.e. a key concept that is troublesome to understand as it is challenging to the identity of the learner, but which could open new learning horizons to the students who do manage to grasp it. It is proposed that cyberpragmatics is an integral components of ICC and that staff in Higher Education should support students to develop their global citizenship competences, including effective communication online in settings where English is used as the shared mean of online communication",
keywords = "MexCo, Global Citizenship, Intercultural Communicative Competence (ICC), Threshold Concept, Action Research, Cyberpragmatics, Online Intercultural Learning",
author = "Marina Orsini-Jones and Elwyn Lloyd and Michael Cribb and Fiona Lee and Gwenola Bescond and Amine Ennagadi and Brenda Garcia",
year = "2017",
month = "1",
day = "1",
doi = "10.4018/IJCALLT.2017010104",
language = "English",
volume = "7",
pages = "50--65",
journal = "International Journal of Computer-Assisted Language Learning and Teaching",
issn = "2155-7098",
publisher = "IGI Global",
number = "1",

}

TY - JOUR

T1 - The Trouble with Cyberpragmatics

T2 - Embedding an Online Intercultural Learning Project into the Curriculum

AU - Orsini-Jones, Marina

AU - Lloyd, Elwyn

AU - Cribb, Michael

AU - Lee, Fiona

AU - Bescond, Gwenola

AU - Ennagadi, Amine

AU - Garcia, Brenda

PY - 2017/1/1

Y1 - 2017/1/1

N2 - This paper reports on MexCo (Mexico-Coventry), an ongoing online intercultural learning project underpinned by action research. Its aim is to embed internationalisation into the curriculum of the institutions involved in order to promote citizenship competences, online intercultural communicative competence in particular, among both students and staff. The integration of telecollaboration into the curriculum has highlighted problematic aspects of the development of intercultural communicative competence (ICC), such as cyberpragmatics (Yus, 2011). Cyberpragmatics is intended here as the skill of understanding others’ intended meanings in computer-mediated communication. It is suggested that cyberpragmatics in online intercultural learning exchanges is a ‘Threshold Concept’ (TC) (Meyer & Land, 2005, p. 375), i.e. a key concept that is troublesome to understand as it is challenging to the identity of the learner, but which could open new learning horizons to the students who do manage to grasp it. It is proposed that cyberpragmatics is an integral components of ICC and that staff in Higher Education should support students to develop their global citizenship competences, including effective communication online in settings where English is used as the shared mean of online communication

AB - This paper reports on MexCo (Mexico-Coventry), an ongoing online intercultural learning project underpinned by action research. Its aim is to embed internationalisation into the curriculum of the institutions involved in order to promote citizenship competences, online intercultural communicative competence in particular, among both students and staff. The integration of telecollaboration into the curriculum has highlighted problematic aspects of the development of intercultural communicative competence (ICC), such as cyberpragmatics (Yus, 2011). Cyberpragmatics is intended here as the skill of understanding others’ intended meanings in computer-mediated communication. It is suggested that cyberpragmatics in online intercultural learning exchanges is a ‘Threshold Concept’ (TC) (Meyer & Land, 2005, p. 375), i.e. a key concept that is troublesome to understand as it is challenging to the identity of the learner, but which could open new learning horizons to the students who do manage to grasp it. It is proposed that cyberpragmatics is an integral components of ICC and that staff in Higher Education should support students to develop their global citizenship competences, including effective communication online in settings where English is used as the shared mean of online communication

KW - MexCo

KW - Global Citizenship

KW - Intercultural Communicative Competence (ICC)

KW - Threshold Concept

KW - Action Research

KW - Cyberpragmatics

KW - Online Intercultural Learning

U2 - 10.4018/IJCALLT.2017010104

DO - 10.4018/IJCALLT.2017010104

M3 - Article

VL - 7

SP - 50

EP - 65

JO - International Journal of Computer-Assisted Language Learning and Teaching

JF - International Journal of Computer-Assisted Language Learning and Teaching

SN - 2155-7098

IS - 1

M1 - 4

ER -