Melinda Dooly

Este trabajo pretende indagar c mo el profesorado proporciona el andamiaje a los ni os para que se desarrolle el aprendizaje telecolaborativo. Los datos son proporcionados por la Dra. Melinda Dooly y recogidos durante un proyecto de telecolaboraci n entre dos escuelas, una en Espa a yotra en Austria. Abordando los datos principalmente desde un an lisis de la conversaci n multimodal, esta investigaci n observa los desaf os encontrados en la interacci n del aprendizaje telecolaborativo y el andamiaje que brinda el profesorado a medida que se desarrolla este proceso, utilizando las grabaciones audiovisuales de la clase, y tambi n valora si la telecolaboraci n es una buena forma para el aprendizaje de lenguas extranjeras y si deber a ser m s com n para los profesores de lenguas. Los resultados demuestran que las estrategias como directivas e instrucciones complementadas con el andamiaje no verbal como gestos, miradas y acciones corporales son muy eficaces para el aprendizaje de lenguas extranjeras para principiantes en la telecolaboraci n. Y el aprendizaje telecolaborativo ofrece un nuevo modelo para la ense anza y aprendizaje de lenguas, lo que favorece al alumnado y al profesorado.

This book provides an accessible introduction to some of the methods and theoretical approaches for investigating foreign language (FL) interaction and exchange in online environments. Research approaches which can be applied to Computer-Mediated Communication (CMC) are outlined, followed by a discussion of the way in which tools and techniques for data-collection in diverse online contexts can contribute to our understanding of online foreign language interaction. The compilation of chapters presents a comprehensive overview of key issues in virtual, intercultural and multimodal research contexts and gives insight into the particular challenges and situations which this area of language learning implies. Researching Online Foreign Language Interaction and Exchange addresses the needs of researchers and newcomers to the area who are hoping to learn about the current state of the field by providing overviews of varying approaches and extensive literature review as well as extracts of real data to illustrate the theories, methods or issues in question.

This book is about inequities in education in Europe. The authors have worked together on an analysis of educational inequalities in Europe, which they draw on through the book: they suggest that the countries of Europe, through the European Union, are beginning to address issues of educational disadvantage on a systematic, continent-wide basis. Because of this policy concern, this book is timely in the way that it addresses social and education inequities on the scale of Europe. This is not simply an account of practices and policies. The authors' analysis of individual country and European Union policy documents will be of practical and theoretical use to the policy community and the community of practitioners who are concerned with inequities in society, and in education in particular. The authors want to do more than simply add to the literature and theory: they aspire to make an impact on how education can contribute to positively improving the lives of disadvantaged groups. While some suggest that education is doomed to simply reproduce existing social patterns and replicate social inequities, the authors believe that educational policies have the potential to challenge inequalities, and to transform lives.