A Cross-cultural Collaborative Learning Project

Trudy O’Brien and Margaret KerstenCarleton University

Ottawa, Canada

Fall 2008 Conference onCultures and Languages Across Curriculum

OverviewNeeds and opportunities

Benefits of interactionStudents and coursesObjectivesDesign principlesTimeline

ResultsCollaborative learning and technologyLearning in other culturesBenefitsStudents’ comments

Conclusions

Needs and opportunitiesLarge international/immigrant student body

Cultural studiesForeign languages

Little interaction between non-native and native speakersNative speakers (NS)

Do not seek opportunities to socialize with other culturesRarely initiate interaction (Wright&Lander 2003)Do not connect with “otherized” peers (Ting-Toomey 1999)

Non-native speakers (NNS)difficulty interacting with peers, profs, TAs intimidated in groups not taken seriously inhibited by linguistic and socio-cultural limitations (Cheng

& Fox 2008)

Benefits of interactionInteraction contributes toNative speakers’

Increased cross-cultural knowledgeOpenness, sensitivity and awareness of culturesAcademic successReduction of depression (Geelhoed et al 2003)

Non-native speakers’Linguistic and socio-cultural developmentBuilding of self esteemAcademic and social acculturation

Students and coursesTwo first year courses

4Cs: Cross-cultural communicative competenceEAP: English for academic purposes

SimilaritiesObjectives: academic acculturation (skills &

strategies)Content: theories of cross-cultural communicationMethodology: sustained content instruction

DifferencesFirst language, culture and educational background Hours of instruction, material covered

Student collaborationDiverse groups with similar interests: basis for

interaction4Cs: “experts” on Canadian culture and

languageEAP: “experts” on other cultures

Project offeredEnhanced learning environmentMeaningful, focused communicationCognitive growth through social interaction

(Vygotsky 1978)

Objectives1. To create opportunities for interaction between

native and non-native speakers, and2. To broaden learning opportunities by creating a richer

learning environment

Benefits: Academic – development of critical thinking and active

involvement in learning Social – building of social support system, positive

atmosphere for cooperation Psychological – building of self-esteem (Rogers, 2005)

Design principles1. Creating groups

Every 4Cs student assigned 2 EAP students

2. Structuring learning activities Information sheets: project objectives, info about

the other group, respective responsibilities, final assignment, evaluation criteria

3. Monitoring group interaction Cooperation between instructors Facilitation of group interaction

TimelineThree phases1. Preparation

4Cs: acquisition of knowledge (lit.& research methods); questionnaire

EAP: acquisition of knowledge; development of language skills

2. Collaboration Email exchanges: invitation, acceptance, survey,

responses, clarification, distribution of results

3. Follow-up assignments 4Cs: data analysis, results; report; journal EAP: summaries, case analysis, journal

Phases and key activities

Week 2

1 2

Week 7Week 6Week 5Week 4Week 3 Week 8 Week 9 Week 10

3 4 5 6 7

· Texts on cultural and linguistic theories of communication

· Academic skills development· Introduction to research methods

Survey preparation & development

Data collection, analysis, verification &

survey report

· Research report· Oral presentation· Journal entry

· Texts on theories of culture and cross-cultural communication· Academic language development· Academic skills development

· Summary· Survey analysis

· Journal entry

1 Introductory email

2 Reply to introductory email

3 Request to fill in attached survey forms

4 Return of survey forms

5 Request for clarification

6 Clarifying responses

7 Concluding email with survey results

4CS3hrs/week

EAP6hrs/week

Phase 1: Knowledge & skills acquisition

Phase 2: Collaboration across cultures

Phase 3: Follow-up assignments

Collaborative learning and technologyCollaborative model not common (Klemm 2005)

Monitoring students’ work and progress (Jaffee 1999)

Asynchronous, cross boundary interaction – no direct teacher supervision

This projectBeginning – inertia (compare Stockwell 2003)

Lack of responsibility, initiative, commitment, time management (particularly among NNS)

NNS students - submissive role: expectation of direction and leadership from NS (Wright & Lander 2003)

Teachers’ intervention Increase in communication

Learning in other culturesTeaching styles in NNS contexts:Promotion of competition in classroom

Increases motivationFair practice (benefits hard workers)Helps identify good and weak studentsEncourages students to put more effort

Teachers’ strategiesRanking studentsDisplaying results (in writing or announcements)

No collaboration – fear ideas will be stolen

Learning benefitsAnalysis of students’ work confirmed Roberts’

(2005) and Warschaer et al’s (2006) findings Improved recall of content in sources Engagement in critical thinking, i.e. relating

concepts in texts to knowledge gained from interaction; selecting, synthesizing, analyzing

Learning benefitsNative speakers

Introduced to the process of research Research instrument Analysis of responses

Non-native speakersDeveloped language skills

Concepts/vocabulary from texts Language accuracy (editing emails)

Both groups demonstrated ability to relate theory to practice

Social benefitsBuilding

Understanding of “others” NS - insights into other ways of seeing the world NNS – insights into Canadian culture and other

culturesPositive atmosphere for cooperation

Spirit of cross-cultural courtesy despite occasional language confusion; willingness to help

BUT Cooperation did not continue after project

Psychological benefitsBuilding self-esteem

Both NS and NNS students cultural informants -information essential for project completion

Roles not equal: NS - managers NNS students expansive and frank in their

responses Desire for individual visibility Opportunity to have their voices heard

Students’ evaluation of the projectNS students

Positive commentsRegrets that closer links were not established

NNS studentsLiked answering questionsCalled survey “cool”Offered to explain answers if their language was

not clearOffered to meet in person if necessaryMajority quoted both language and culture as

major barriers to communication

ConclusionsCommunication technology

Opportunities for interactionRich and comfortable learning environment

Benefited all students Development of knowledge and skills

necessary for academic success Critical thinking through: recall of texts,

interaction, clarification of meanings, analysis and writing

Research methods; hands on experience Responsibility for completion of tasks

Future workNext project

Measuring the benefitsGiving more responsibility to NNS students

(NNS questionnaire)Filming of presentationsExtending cooperation (writing)New communication platform (project

management software)

Thank you