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Artifacts and cultures-of-use in intercultural communication
Open accessAbstract
This article develops a conceptual framework for understanding how intercultural communication, mediated by cultural artifacts (i.e., Internet communication tools), creates compelling, problematic, and surprising conditions for additional language learning.Three case studies of computer-mediated intercultural engagement draw together correlations between discursive orientation, communicative modality, communicative activity, and emergent interpersonal dynamics.These factors contribute to varying qualities and quantities of participation in the intercultural partnerships.Case one, "Clashing Frames of Expectation --Differing Cultures-of-Use," suggests that the cultures-of-use of Internet communication tools, their perceived existence and on-going construction as distinctive cultural artifacts, differs interculturally just as communicative genre, pragmatics, and institutional context would be expected to differ interculturally.Case two, "Intercultural Communication as Hyperpersonal Engagement," illustrates pragmatic and linguistic development as an outcome of intercultural relationship building.The final case study, "The Wrong Tool for the Right Job?," describes a recent generational shift in communication tool preference wherein an ostensibly ubiquitous tool, e-mail, is shown to be unsuitable for mediating age peer relationships.Taken together, these case studies demonstrate that Internet communication tools are not neutral media.Rather, individual and collective experience is shown to influence the ways students engage in Internet-mediated communication with consequential outcomes for both the processes and products of language development.For some social classes and in highly privileged geographical regions, we have entered into a period of rapid and efficient global communication practices mediating an array of interpersonal, discursivematerial, and cultural activities.Despite the robust connections between the increasing digitization of everyday communicative practice and issues such as globalization and homogenization, Internet-mediated intercultural educational activities remain demonstrably polymorphous.Reasons for this are many.Educational cultures and objectives vary across nation state boundaries (Belz, 2002) as well as across educational institutions within the US.Moreover, within the same university but across courses or time periods, student populations shift, pedagogical goals are reassessed, and micro-interactional phenomena illustrate their own "accentuality" (Volosinov, 1973), even when the task, as it were, is supposed to remain consistent across participants and time (Coughlan & Duff, 1994).The focus of this article is yet another dimension of human heterogeneity --the cultural embeddedness of Internet communication tools and the consequences of this embedding for communicative activity.Three case studies will be presented which illustrate some of the possibilities and problems associated with foreign language intercultural interaction mediated by Internet communication tools.I argue that Internet communication tools, like all human artifacts, are cultural tools (for an extension of this argument to the natural environment and the social construction of nature, see Braun & Castree, 1998;Harvey, 1996;Williams, 1980).Specifically, I show that e-mail, instant messenger, and forms of synchronous chat, are deeply affected by the cultures-of-use, or to borrow a biological term --phenotypic characteristics, evolving from the manner in which these tools mediate everyday communicative practice.To unpack this somewhat, most of the American students in the case studies have extensive Internet experience that catalyzes specific forms (and expectations) of communication.In turn, the resulting Steven L. Thorne Artifacts and Cultures-of-Use in Intercultural CommunicationLanguage Learning & Technology 39 communicative dynamics are consequential for both the processes and products of language learning.Importantly, these case studies span a 5-year period and in so doing demonstrate that the cultures-of-use of Internet communication tools are rapidly evolving, if in geographically non-uniform directions, and play a critical role in the manner in which intercultural communication plays out in formal educational contexts.Of particular relevance to foreign language uses of "telecollaboration" (implying interaction mediated by Internet communication tools), I will include a critical discussion of recent Computer-Mediated Communication (CMC) research (Walther, 1994(Walther, , 1996(Walther, , 1997) ) and will build on a theoretical framework that can broadly be termed a cultural-historical perspective of human communication and cognition (e.g., Bruner, 1995;Cole, 1996;Hanks, 1996;Levinson, 1995;Rommetveit, 1974;van der Veer & Valsiner, 1991).This approach emphasizes the process whereby individuals modify, transform, and comprehend artifacts and environments (e.g., Bødker, 1997;Cole & Engestrom, 1993;Kapetlinin, 199
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“A number of recent studies found that the contradictions may also take place because of the misalignment of academic calendars, institutionalized classroom scripts, methods of learning accreditation, academic socialization and technological access (Belz, 2002;Belz & Muller-Hartmann, 2003;O'Dowd, 2005;Thorne, 2003).”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“Thorne (2003), for example, in his study demonstrates how the learners' relationship with physical contexts and computers may facilitate contradictions.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“Internet communication tools are often”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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In the citing paper
“Thorne (2003) and Wertsch, Minick, and Arns (1984) showed how the same task is implemented differently by means of available tools across different socio-cultural contexts.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“The most recent studies on telecollaboration (Belz, 2001(Belz, , 2002(Belz, , 2003;;Belz & Muller-Hartmann, 2003;Belz & Thorne, 2006;Chase, Macfadyen, Reeder & Roche, 2002;Kramsch & Thorne, 2002;O'Dowd, 2003O'Dowd, , 2005;;Schneider & von der Emde, 2006;Thorne, 2003Thorne, , 2006;;Ware, 2005) explore the kinds of cultural contact afforded by a technological medium.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“Thorne concludes that radically different cultures-of-use of Internet communication was one of the major reasons for the tension between the French and American students.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“These studies emphasize the importance of physical contexts consisting of mediating tools and other people in shaping an online interaction.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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In the citing paper
“These contradictions were catalyzed by the clash of curricula versus interactive learning paradigms (Lemke, 1998): the outcomes of different cultures-of-use of computer technologies (Thorne, 2003), instructors' mediation, and resources available to learners within their broader sociocultural contexts.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“Thorne (2003) argues that for successful intercultural and international telecollaboration to take place and in order for Internet-mediated interpersonal or hyperpersonal relationships to develop, there should be certain minimum alignment of cultures-of-use.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne (2003)
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“AT can help illuminate challenges related to cultures of use of tools (see Thorne, 2003) occurring when students 'approach [a] new task with old habits' (Blin, 2004, p. 167).”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Thorne, 2003
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Riley, T. J. (2014) · cIRcle (University of British Columbia) · doi:10.14288/1.0074403
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McAvinia, C. (2016) · Elsevier eBooks · doi:10.1016/b978-0-08-100626-9.00006-x
a la structuration de corpus d'apprentissage pour un meilleur partage en recherche
Reay, C., Chanier, T., Noras, M., & Betbeder, M.-L. (2008)
Kitade, K. (2014) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-4666-6174-5.ch006
Garrett‐Rucks, P. (2014) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-4666-6174-5.ch005
Dankasa, J. (2016) · IOSR Journal of Humanities and Social Science · doi:10.9790/0837-2108103948
“In other words, the Internet-mediated technology is, in and of itself, a culture whose uses and meanings vary according to the community of users [53].”
BackgroundPost Borders: Informal Bilingual Blogging and Iintercultural Ccommunication Competence
Parisien, M., Reeder, K., & Gunderson, L. (2012) · Sammelpunkt - Elektronisch archivierte Theorie
Chapter 13. Talking about language learning
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.c13
Chapter 3. Analyzing computer-mediated discourse
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.03ana
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.05dig
Chapter 2. The social web and the social turn
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.02the
Chapter 7. Indexing the L2 self
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.07ind
Chapter 8. Positioning the L2 self
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.08pos
Chapter 14. L2 CMD and language learning
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.c14
Chapter 9. Deploying multilingual resources
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.09dep
Chapter 10. Negotiating for a supportive space
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.c10
Chapter 6. Language learner agency
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.06lan
Chapter 4. Networked communities
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.04net
Chapter 12. Playing, joking, and amusing yourself and others
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.c12
Chapter 1. Computer-mediated discourse
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.01com
Chapter 11. Grounding for intersubjectivity
(2016) · Language learning and language teaching · doi:10.1075/lllt.46.c11
Wired learning: Blogging for literacy in Malay
Sew, J. W. (2010)
Brautlacht, R., Poppi, F., Martins, M. D. L., & Ducrocq, C. (2016) · Advances in higher education and professional development book series · doi:10.4018/978-1-5225-1851-8.ch017
Stańczyk, J. (2016) · doi:10.14746/9788394601751
“Moins nombreuses sont les recherches qui se penchent sur les effets mêmes de l'apprentissage dans l'environnement multimédia sur les connaissances (p.ex. Foucher et al., 2008; Camilleri et al., 2007; Thorne, 2003).”
Background
Metadata
- Authors
- Thorne, S. L.
- Affiliations
- Portland State University (US)
- Corresponding author
- Thorne, Steven L.
- ORCID
- Thorne, Steven L.
- Venue
- Language Learning & Technology
- Published
- 2003-05-01
- Volume
- 7
- Issue
- 2
- Pages
- 38-67
- ISSN
- 1094-3501 (ISSN-L)
- OpenAlex
- W2109217363
- Cited by
- 573
- References
- 101
- Citations by year
- 2026: 13 · 2025: 13 · 2024: 17 · 2023: 17 · 2022: 22 · 2021: 18 · 2020: 19 · 2019: 21 · 2018: 25 · 2017: 33 · 2016: 57 · 2015: 20 · 2014: 35 · 2013: 35 · 2012: 41
- FWCI
- 80.37
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Language learning & technology (publishedVersion, cc-by-nc-nd)
- PDXScholar (Portland State University) (submittedVersion)
- ScholarSpace (University of Hawaii at Manoa) (submittedVersion)
- Language learning & technology (cc-by-nc-nd)
- Funders
- U.S. Department of Education
- University of Pennsylvania
- Pennsylvania State University
- Topics
- Social Sciences › Communication › Language, Communication, and Linguistic Studies
- Social Sciences › Linguistics and Language › Digital Communication and Language
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- intercultural communication, cultural artifacts, computer-mediated communication, foreign language learning, hyperpersonal communication, email, interpersonal dynamics, language development, digital communication tools, cross-cultural collaboration, pragmatic development
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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