- Cultures-of-use and morphologies of communicative action
-
...Kramsch & Thorne, 2002), but these explanations turned out to be only part of the story.
EXTENDED BACKSTORY: THE EVOLUTION OF AN IDEA
None of the above mentioned insights were clear to me when I fir...
by Steven L. Thorne
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Telecollaboration for content and language learning: A Genre-based approach
-
...Kramsch & Thorne, 2002; Thorne, 2003; Ware & Kramsch, 2005), and discrepant socio-institutional
contexts (Belz & Müller-Hartmann, 2003; O’Dowd, 2005).
Telecollaboration for Language Learning
In a...
by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- It's Just a Game, Right? Types of Play in Foreign Language CMC
-
...Kramsch, Mark Kaiser, and the Berkeley Language Center for their support
and encouragement during this project. I would also like to thank Claire Kramsch, Emily Banwell, and
three anonymous reviewers ...
by Chantelle N. Warner
in Volume 08 Number 2, May 2004
- Contributing, creating, curating: Digital literacies for language learners
-
...Kramsch (2011). It also involves, in looking at texts, a
consideration of time frames, the social and political positioning of the text creator, and an awareness of
the variety of texts, discourses,...
by Robert Godwin-Jones
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Promoting dialogue or hegemonic practice? Power issues in telecollaboration
-
...Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kramsch, C. (2001). Intercultural communication. In R. Carter & D. Nunan (Eds.), The Cambridge guide
to...
by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Challenging hegemonies in online learning
-
...Kramsch and Steve Thorne (2002) have convincingly
argued that case for computer-mediated communication. If the pedagogical model inherent in the basic
LMS design is transmission of knowledge, the cu...
by Robert Godwin-Jones
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Patterns of peer interaction in multimodal L2 digital social reading
-
...Kramsch, 1997; Cook, 2001; Liebscher &
Dailey-O'Cain, 2005; Levine, 2011) have argued against using an idealized monolingual native speaker as
the target in language classrooms, as code choice and c...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- L1 for social presence in videoconferencing: A social semiotic account
-
...Kramsch, 2000) in a complex landscape of translingual practices (Canagarajah, 2013) in bilingual and
multilingual communities has drawn attention to translanguaging (García, 2009; Wei, 2011). Within ...
by Müge Satar
in Volume 24 Number 1, February 2020
- Language learning through social networks: Perceptions and reality
-
...Kramsch,
A'Ness, & Lam, 2000). Unlike traditional bottom-up learning that starts with alphabets and phonemes and
later moves on to words, sentences and grammar, learners on the LLSNS quickly adopted...
by Chin-Hsi Lin, Mark Warschauer, Robert Blake
in Volume 20 Number 1, February 2016
- The role of tasks in promoting intercultural learning in electronic learning networks
-
...Kramsch, 1993). At the
same time a close relationship was noted between the use of a task-based approach and the development
of functional learning environments, and the potential of electronic lear...
by Andreas Müller-Hartmann
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
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