Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-22T12:02:28.975Z Has data issue: false hasContentIssue false
  • English
  • Français

Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language

Published online by Cambridge University Press:  01 September 2011

Victoria Antoniadou
Victoria Antoniadou*
Affiliation:
Department of Language and Literature Education and Social Science Education, Building G5, Universitat Autònoma de Barcelona, Bellaterra (Cerdanyola del Vallès), 08193, Barcelona, Spain (email: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

This article describes the contradictions reported by student-teachers in Barcelona who engaged in telecollaboration with transatlantic peers via Second Life, during their initial training in Teaching English as a Foreign Language. The data analysis draws upon Grounded Theory and is theoretically informed by Activity Theory and the notion of contradictions. The study discusses technology-based, intra- and inter-institutional contradictions, their impact on the development of the telecollaborative activity, and outcomes in bolstering student-teachers’ conceptual understanding of Network-Based Language Instruction.

Keywords

telecollaborationteacher educationcontradictionsActivity Theory
Type
Research Article
Information
ReCALL , Volume 23 , Special Issue 3: Special issue on CALL and CMC teacher education research , 01 September 2011 , pp. 233 - 251
Copyright
Copyright © European Association for Computer Assisted Language Learning 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barab, S., Schatz, S.Scheckler, R. (2004) Using Activity Theory to Conceptualize Online Community and Using Online Community to Conceptualize Activity Theory. Mind, Culture, and Activity, 11(1): 25–47.CrossRefGoogle Scholar
Basharina, O. K. (2007) An Activity Theory Perspective on student-reported contradictions in international telecollaboration. Language Learning & Technology, 11(2): 82–103. http://llt.msu.edu/vol11num2/pdf/basharina.pdfGoogle Scholar
Blin, F. (2004) CALL and the development of learner autonomy: towards an activity-theoretical perspective. ReCALL, 16(2): 377–395.CrossRefGoogle Scholar
CALICO/EUROCALL HQ in Second Life (Second Life must be installed on your computer): http://maps.secondlife.com/secondlife/EduNation%20III/74/199/31Google Scholar
Center for Cultural-Historical Activity Theory and Developmental Work Research, University of Helsinki. http://www.edu.helsinki.fi/activity/pages/chatanddwr/activitysystem/Google Scholar
Chaiklin, S.Lave, J. (eds.) (1996) Understanding Practice: Perspectives On Activity And Context. Cambridge: Cambridge University Press.Google Scholar
Cole, M.Engeström, Y. (1993) A cultural-historical approach to distributed cognition. In: Salomon, G. (ed.), Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press, 1–46.Google Scholar
Dooly, M. (2009) New competencies in a new era? Examining the impact of a teacher training project. ReCALL, 21(3): 352–369.CrossRefGoogle Scholar
Engeström, Y. (1987) Learning by expanding: An Activity Theoretical Approach to Developmental Research. Helsinki: Orienta- Konsultit.Google Scholar
Engeström, Y. (1993) Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In: Chaiklin, S.Lave, J. (eds.), Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press, 64–103.CrossRefGoogle Scholar
Engeström, Y. (1999a) Activity Theory and individual social transformation. In: Engeström, Y., Miettinen, R.Punamäki, R. L. (eds.), Perspectives on Activity Theory. Cambridge: Cambridge University Press, 19–38.CrossRefGoogle Scholar
Engeström, Y. (1999b) Innovative learning in work teams: analyzing cycles of knowledge creation in practice. In: Engeström, Y., Miettinen, R.Punamäki, R. L. (eds.), Perspectives on Activity Theory. Cambridge: Cambridge University Press, 377–404.CrossRefGoogle Scholar
Engeström, Y.Miettinen, R. (1999) Introduction. In: Engeström, Y., Miettinen, R., Punamäki, R.L. (eds.), Perspectives on Activity Theory. Cambridge: Cambridge University Press, 1–16.CrossRefGoogle Scholar
Engeström, Y. (2001) Expansive learning at work. Toward an activity theoretical reconceptualization. Journal of Education and work, 14: 133–156.CrossRefGoogle Scholar
Glaser, B. G.Strauss, A. L. (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine Publishing Company.Google Scholar
Kuutti, K. (1996) Activity Theory as a potential framework for human-computer interaction research. In: Nardi, B. A. (ed.) Context and Consciousness: Activity Theory and Human-Computer Interaction research. Cambridge, Mass.: MIT Press, 17–44.Google Scholar
Leont'ev, A. N. (1978) Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Leont'ev, A. N. (1981) Problems of the Development of the Mind. Moscow: Progress Press.Google Scholar
Lincoln, Y.Guba, E. (1985) Naturalistic inquiry. New York: Sage.CrossRefGoogle Scholar
Mwanza, D. (2001) Where Theory meets Practice: A Case for an Activity Theory based Methodology to guide Computer System Design. In: Michitaka, Hirose (ed.), INTERACT'2001: Eighth IFIP TC 13 International Conference on Human-Computer Interaction: Proceedings. IOS Press Oxford: UK INTERACT. http://oro.open.ac.uk/11804/1/Daisy_Japan_Interact_2001.pdfGoogle Scholar
Nardi, B. A. (1996) Context and Consciousness: Activity Theory and Human-Computer Interaction research. Cambridge, Mass.: MIT Press.Google Scholar
O’ Dowd, R.Ritter, M. (2006) Understanding and Working with ‘Failed Communication’ in Teleollaborative Exchanges. CALICO Journal, 23(3): 623–664.CrossRefGoogle Scholar
Schön, D. A. (1973) Beyond the Stable State. Harmondsworth: Penguin/ New York: Norton.Google Scholar
Smagorinsky, P. (2010) A Vygotskian analysis of the construction of setting in learning to teach. In: Ellis, V., Edwards, A.Smagorinsky, P. (eds.), Cultural Historical Perspectives on Teacher Education and Development: Teaching Learning. Routledge Taylor and Francis Group: London and New York, 13–29.Google Scholar
Thorne, S. (2003) Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2): 38–67.Google Scholar
Thorne, S. L. (2004) Cultural historical activity theory and the object of innovation. In: Van Esch, K.St. John, O. (eds.), New insights into Foreign Language Learning and Teaching. Frankfurt Am Main: Peter Lang Verlag, http://language.la.psu.edu/~thorne/Google Scholar
Vygotsky, L. S. (1978) Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Vygotsky, L. S. (1987) The collected works of L. S. Vygotsky, Volume 1. Problems of General Psychology. Including the volume Thinking and Speech. In: Reiber, R. W.Carton, A. S. (eds.). New York; London: Plenum press.Google Scholar