Re-imagining cultural identity: Transcultural and translingual communication in virtual third-space environments

Author(s): José I. Prieto-Arranz, Maria Juan-Garau, Karen L. Jacob

Year of publication: 2013

Keywords: English as an International Language (EIL), Transcultural communication, Cultural identity, Computer-mediated communication (CMC), Stereotypes

Methodology/Sample: Case study/_

Reference: Prieto-Arranz, J. I., Juan-Garau, M., & Jacob, K. L. (2013). Re-imagining cultural identity: Transcultural and translingual communication in virtual third-space environments. Language, Culture and Curriculum, 26(1), 19-35. http://dx.doi.org/10.1080/07908318.2012.759585

Abstract

The rise of English as an international language (EIL) has brought to light the needs of those who speak it as an additional language. This has in turn radically reshaped the role of culture in the EIL classroom, which may now aim at developing critical transcultural awareness. By reporting on a joint initiative undertaken by three schools in two countries, the ‘EIL in Poland and Spain’ blog project, this article explores how a transcultural curricular approach could be implemented in the EIL classroom with particular reference to computer-mediated communication (CMC) that might lead to the creation of virtual ‘third spaces’. Results show that, upon task-induced reflection, participants (1) overwhelmingly acknowledge the power of the othering discourses which are central to national identity; (2) bond together through (2.1) widespread usage of the same register in English and CMC-standard non-verbal semiotic codes and (2.2) similar subcultural (yet transnational) affiliations; and (3) may be seen to develop some critical awareness of their place in the world beyond their respective national borders. Finally, the pedagogical implications of a tool through which youth appears as a meaningful cross-cultural experience, bringing both Polish and Spanish participants together as critical thinkers through EIL, are discussed

> Summary

  • The paper explores the role of English as an international language (EIL) in developing critical transcultural awareness in classrooms.
  • It discusses a joint initiative between schools in Poland and Spain to implement a transcultural curricular approach.
  • The findings indicate that participants develop critical awareness of their identities beyond national borders through task-induced reflection.
  • The article emphasizes the importance of creating virtual ‘third spaces’ for cross-cultural communication.
  • Pedagogical implications suggest fostering critical thinking among youth through EIL experiences.

> Problem statement

  • The paper discusses the challenge of fostering critical transcultural awareness in English as an international language classrooms.
  • It highlights the difficulty of addressing national identity issues among students from different cultural backgrounds.
  • The authors note the complexity of verbalizing abstract concepts related to cultural stereotypes.
  • There is a concern about the cultural separation perpetuated by educational content.
  • The paper emphasizes the need for students to engage with diverse cultural perspectives.

> Methods used

  • The article explores a transcultural curricular approach in the EIL classroom through computer-mediated communication (CMC).
  • It monitors a specific methodology to transform the classroom into a ‘third space’ for cultural practices.
  • Participants engage in task-induced reflection to acknowledge othering discourses central to national identity.
  • The study involves analyzing youth subcultural references and their impact on bonding among participants.
  • The pedagogical implications of cross-cultural experiences are discussed, emphasizing critical thinking through EIL.

> Practical implications

  • The paper suggests that a transcultural curricular approach can enhance critical transcultural awareness in EIL classrooms.
  • It highlights the importance of computer-mediated communication (CMC) in creating virtual ‘third spaces’ for learning.
  • The findings indicate that students bond through shared linguistic registers and subcultural affiliations, fostering collective identity.
  • Class discussions can provide alternative perspectives on national identity discourses, enriching students’ understanding.
  • The study emphasizes the need for educators to address the influence of national identity on students’ self-image and perceptions of others.

Read More | No Comments

Comments are closed, but trackbacks and pingbacks are open.