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146 <strong>Dimension</strong> 2016 Reflection 4: • Do you observe language mixing or code switching? Give specific examples. • If there are multiple generations of people (grandparents, parents, grandchildren), which language(s) do the people of different ages speak with one another? • What were your initial expectations of the community? Have they changed since your first visit? How or why? • What surprised you most about this experience? Why? • Which parts of the experience did you like the most? The least? Why? • What did you learn from this experience about this particular community or the local Hispanic community in general? • What did you learn from this experience about yourself? • Other observations/impressions? Endnote: 1 This and all other quotes have been translated from the original Spanish by the author. All student names are pseudonyms.
8 Web 2.0 Use to Foster Learners’ Intercultural Sensitivity: An Exploratory Study Claire Mitchell The University of Alabama Abstract This chapter reports on a qualitative investigation on the development of adult Spanish language learners’ intercultural sensitivity while using Web 2.0 technologies to explore living abroad. Comments provided by 33 participants on wikis, Pinterest, and journal entries were analyzed using a line-by-line interpretative approach (Charmaz, 2006). Data analysis revealed that while investigating studying and living abroad using Web 2.0 technologies, learners often remained in an ethnocentric stage of intercultural sensitivity (Bennett, 1993). However, upon the completion of reflective activities, many learners began to progress in their intercultural sensitivity, demonstrating a shift away from ethnocentric thinking. Key words: Web 2.0 technology, Pinterest, Wiki, Intercultural Sensitivity, Spanish Introduction Within the past several decades, foreign language education has been impacted by the increase in globalization around the world (Kramsch, 2014). Blommaert (2010) describes globalization as the rapid growth in the dispersing of “capital, goods, people, images and discourses around the globe” (p. 13). As a result of this dispersion, today’s world consists of blended cultures and peoples. Additionally, with all of the technological advancements in the 21 st century, people are able to connect with one another around the globe on a daily basis. Therefore, it has become increasingly important for foreign language education to focus not only on developing learners’ communicative competence but also their interculturality. Intercultural competence (IC) is necessary so that learners may become “viable contributors and participants in a linguistically and culturally diverse society” (Moeller & Nugent, 2014 p. 1). A concept such as IC, however, can be difficult to operationalize in the foreign language classroom for several reasons. First of all, research in the field points to the difficulty of actually defining such a complex notion as culture, which is at the core of understanding IC (Moeller & Nugent, 2014). Another aspect that adds to the complexity of cultivating IC in foreign language learning is the rapid pace of change that is characteristic of the 21st century. With instant access to information in a technologically advanced world, the concept of interculturality and how to develop it constantly changes (Moeller & Nugent, 2014). Finally, the broad concept of intercultural learning and multiple frameworks used to assess IC add to the difficulty
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Dimension 2016 Special Issue: Focus
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