Volume 3, Issue 1  April 2020, pp. 44–54          Download PDF

A Special Issue on Student Research
Digital ethnography for culture teaching in the foreign language classroom

Margherita Berti https://orcid.org/0000-0002-6572-921X1

1 University of Arizona, USA berti@email.arizona.edu

DOI: https://doi.org/10.29140/ice.v3n1.182


Abstract

Although recent years have recognized the importance of intercultural learning in the domain of foreign language education, current pedagogical approaches still focus on culture from a factual perspective (Kramsch, 2013). Scholars have discussed the need of developing students' critical and reflective skills, especially in today's complex reality where individuals from diverse cultural backgrounds intersect (McConachy, 2018). Technology tools hold great potential for engaging language learners in cultural interpretations and reflections since they enable connections with people and practices from all around the world. Nonetheless, the use of technology does not guarantee intercultural competency, rather educators need to be intentional when using new digital tools in the instructional context. This paper first summarizes how Computer-Assisted Language Learning tools have been used broadly in foreign language teaching and learning. Following, three main approaches for teaching culture through CALL are described. Finally, ethnographic techniques are proposed for supporting students' shift from ethnocentric toward ethnorelative perspectives and engage in practices of interpretation and critical reflection.



Copyright

© Margherita Berti

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Berti, M. (2020). Digital ethnography for culture teaching in the foreign language classroom. Intercultural Communication Education, 3(1), 44–54. https://doi.org/10.29140/ice.v3n1.182


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