Teachers as Intercultural Learners: Negotiating German-American Telecollaboration along the Institutional Fault Line
Modern Language Journal Volume 87, Number 1, ISSN 0026-7902
Examines how social, cultural, and institutional affordances and constraints in a telecollaborative foreign language learning partnership shape the agency of online teachers. Details how various aspects of school and schooling impact the negotiation, execution and management of a German-American virtual course from the perspectives of the teachers. (Author/VWL)
Belz, J.A. & Muller-Hartmann, A. (2003). Teachers as Intercultural Learners: Negotiating German-American Telecollaboration along the Institutional Fault Line. Modern Language Journal, 87(1), 71-89.
Cited ByView References & Citations Map
Rachel Lindner, Munich University, Germany
International Journal of Computer-Assisted Language Learning and Teaching Vol. 1, No. 2 (April 2011) pp. 25–42
Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning
J McBrien, University of South Florida; Rui Cheng, Nazareth College; Phyllis Jones, University of South Florida
The International Review of Research in Open and Distributed Learning Vol. 10, No. 3 (May 27, 2009)
Asynchronous CMC, Collaboration and the Development of Critical Thinking in a Graduate Seminar in Applied Linguistics
Zsuzsanna Abrams & Zsuzsanna Abrams
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 31, No. 2 (Jun 15, 2005)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.