Telecollaboration in University Foreign Language Education The INTENT conference Facultad de Filosofía y Letras University of León, Spain February 2014 Anne-Mette Bjøru: English learning in an intercultural perspective – Norway/Russia. Strand: Integration of TC in study programmes Friday 14 February at 11:30

Background UiT - The Arctic University of Norway students 4 Campuses: Tromsø, Alta, Hammerfest and Kirkenes 7 faculties – Faculty of Health Science – Faculty of Science and Technology – Faculty of Humanities, Social Science and Education – Faculty of Bioscience, Fisheries and Economies – Faculty of Fine Arts – Faculty of Law – Faculty of Finnmark

Campus Alta 1800 students 200 international students 50 exchange students (Erasmus, Barentsplus, north2north, High North) 165 teachers and researchers 3 faculties – Faculty of Humanities, Social Science and Education – Faculty of Bioscience, Fisheries and Economies – Faculty of Finnmark

Platform for collaboration across borders Geography National politics Strategic documents: collaboration with Russian universities English Department – part of Teacher Training College Language learning and telecollaboration UiT - Campus Alta and MIBO - International Institute of Business Education in Murmansk, Russia Initiated by teachers at the English Departments

FROM THE STUDY PLAN: ENGLISH YEAR COURSE UiT -The Arctic University of Norway, Campus Alta GENERAL PART Teaching forms, including use of ICT Teaching is organized as lectures (in class and on the Internet), seminars, group work, and student-directed discussion groups. Since the classroom teaching of the program is concentrated into teaching blocks, there will be a fair amount of independent work, and students will have to produce a variety of tasks such as written assignments, role- plays, films, reports, and blogs in between the meetings. The electronic platform is Class Fronter, and students will be instructed in its use. Communication between students and teachers and between students will be conducted via Class Fronter, and students are required to use it regularly and to contact the ICT service in case of technical problems.

FROM THE STUDY PLAN – cont’d. MODULE: English Learning in an Intercultural Perspective - Russia and Norway (5 ECTS) Expected learning outcome for the module Knowledge At the end of the module the candidate is expected to: Understand the educational systems in Russia and in Norway. Understand the principles and practices of second language acquisition in Russia and in Norway, in particular English teaching. Skills At the end of the module the candidate is expected to: Plan and conduct a practice teaching project. General competence At the end of the module the candidate is expected to: Show how cultural differences and differences in teaching and language learning are connected. Be able to communicate and cooperate with students from the other side of the border.

FROM THE STUDY PLAN MODULE: English Learning in an Intercultural Perspective - Russia and Norway (5 ECTS), cont’d Content The first week of the course is conducted at the International Institute of Business Education (MIBO) in Murmansk, where Norwegian and Russian students are matched to form study groups. There will be lectures about the Russian education system as well as about English teaching methods. During the last days students observe English classes in a Russian school. Later Russian students come to Alta for an equivalent experience, and the mixed student groups will write a common report about differences in English teaching in both countries. The course offers close cooperation between Russian and Norwegian students, which forms an element of intercultural learning. Active participation and appropriate demeanor are compulsory, and students who show disrespect to academic and cultural norms can be excluded from participation in any arrangements and will not receive a grade.

MODULE: English Learning in an Intercultural Perspective - Russia and Norway (5 ECTS), cont’d Learning forms and organization Lectures, group work in bi-national groups, report writing. Formative assessment Log book from school observation (must be approved by the teacher). Summative assessment Oral exam in a group. The exam is conducted during the week when students meet in Alta. Students can receive two feedbacks for their work that shall be presented in the oral exam.

Experiences Autumn semester 2010: talks with MIBO teachers during Murmansk-visit Spring semester 2011: planning the content of module, tool: e- mail Fall semester 2011: first student collaboration Since then: once per year (fall or spring semester) The role of the communication tools The importance of physical mobility Aim – ambition – result Language and culture

Physical mobility Photos of: Lectures at university Group work School visits: classrooms and staff rooms Oral exam Social events: private homes and public spheres Farewell dinner and diplomas Student – student, teacher –teacher and student teacher relations and friendships

Thank you for your attention! Any questions?