Unit 10

Intercultural Communication and Language Teaching

English Language and the

Internet
 Table of contents
Scheme 3

Key Ideas 4
10.1. Introduction and objectives 4
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10.2. Intercultural implications of the World Wide

Web in the EFL classroom 5
10.3. English and the Internet 11
10.4. Bibliographical references 18

In Depth 20

Challenge 21
 Scheme
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Unit 10 . Scheme
 Key Ideas

10.1. Introduction and objectives

Intercultural interchange has almost no limitations thanks to Information and

Communication Technology (ICT) and, especially, thanks to the Internet. The way we
manage contacts, the way we use English language and how we have transformed
the language accordingly shows different social behaviours when comparing face to
face interaction and online exchange. As a result, we are dealing with a new kind of
communication that cannot be considered as spoken language nor as fully written.

This unit explores what the arrival of the Internet meant in the way we get to know
other cultures and how we need to adapt school plans to this reality to prevent online
intercultural misunderstanding. Also, we will explore online intercultural exchanges
techniques for the classroom. On the English teacher’s side, we need to be aware of
how English has changed to accommodate a virtual world that uses the language in
global terms. For this, the second part of the unit deals with a kind of new English:
netspeak. By analysing the changes the Internet has provoked in the way we use
language, we need to reconsider the need of enhancing grammatical accuracy also
online or if this needs to be forgotten when we are dealing with intercultural
encounters.

In this unit, we will focus on the importance of the Internet regarding intercultural
contacts and in the specialized vocabulary or word variation it has implied. The main
objectives of this unit are:
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 Reflecting about the intercultural implications of online communication.

 Understanding online intercultural encounters’ use in the classroom.
 Observing the changes online communication has made on the language.

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 10.2. Intercultural implications of the World Wide
Web in the EFL classroom

The possibility of talking to any (online connected) part of the world is one of the
great achievements of the last decades. There is no need to wait for a letter which,
depending of the circumstances, could take months to arrive or even not arrive at all.
Internet has provided society with immediacy. Good as it may seem, the fact of
having instant access to information also implies problems in communication by
offering non contrasted information. In this case, providing your students with critical
thinking skills will help them manage all the amount of controversial information
they may find online. It is not a matter of telling them what is faithful and what is not,
but to help them find the tools to do some research before, for example, sharing a
piece of information on social networks. Students, especially young ones, need to
build their opinions free from prejudices and indoctrination, so learning how to
contrast information is a must in present-day classroom.

ICT not only influences the form and content of information/messages, but it also
affects how people understand each other in the process of human communication,
especially for those from different cultural or ethnic groups (Chen, 2012, p. 3). Chen
(2010) carried out a research about the adaptation of immigrants to a foreign culture
which shows the longer immigrants reside in the host country, the more they
communicate with the host nationals via ICT, proving it as a valuable mode of
integration. The author also found that the use of ICT shows a significant impact on
the process of immigrants’ intercultural adaptation. In other words, the social
interaction conducted through ICT by immigrants proves to be a critical element that
can determine whether they can successfully adjust to the host country (Chen 2012).
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Thus, their use can help diminishing the culture shock stage described in previous
units.

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 There are Internet spaces which favour intercultural exchange, such as online games
or forums where people from all over the world can participate. Here, therefore,
participants in different discourse systems and multilingual backgrounds
communicate with each other and accommodate to one another’s communicative
assumptions and expectations. Such accommodations lead to the possibility for
developing innovative new forms of communication and the opportunity to engage
with and learn about the diverse linguacultures of participants in that space (Jones &
Hafner, 2012, p. 124). We can take advantage of these tools and use them in the
classroom as a way to promote intrinsically motivating activities. However,
remember to carefully select the games and the possible participants, especially if
you are working with young students.

One of the advantages of the Internet as a tool for FL teaching is its interactive
potential. The known as internet-mediated intercultural foreign language education
(ICFLE) (Thorne, 2005) emphasizes the use of Internet communication tools to
support dialogue, debate, collaborative research and social interaction between
geographically dispersed participants. Among the educational objectives of ICFLE
projects we find (Thorne, 2005, p. 3):

 Linguistic and pragmatic development.

 Heightening of cultural awareness of cultures involved.
 Direct experience with the challenges and rewards of intercultural
communication.

One of the possibilities of ICFLE is that of online intercultural exchanges (OIE),

sometimes referred as telecollaboration, although this is to be considered just as a
form of OIE. Following Belz’s (2005) experiences, telecollaboration involves the use
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of Internet communication tools, such as e-mail and chat, in order to support

prolonged intercultural exchanges between groups of students in various
institutional settings who might otherwise not have the opportunity to interact. For
example, we can pair our classroom with an English-speaking classroom willing to
learn Spanish in Australia. Both benefit from the intercultural and language exchange.

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 In this case, the emphasis is not to be put on accurate reproduction of the FL, but in
trying to communicate and learn the language by using it while discovering another
linguaculture.

By means of a series of teacher-guided tasks, learners in telecollaborative

partnerships engage in electronically mediated dialogue with their foreign “keypals”
in order to develop both linguistic and intercultural competence. However,
telecollaboration can go a step further and be used a common place for people from
different countries and different languages which use ELF. Whatever the modality, by
focusing in the task proposed for the collaboration, we have the opportunity of
approaching language use in a more natural way.

Within OIE, there are two main models to consider (O’Dowd, 2017, p. 210-213):

 E-tandem: this emerged from the tradition of tandem language learning practised
in many European universities. Tandem learning is essentially a language learning
activity which involves language exchange and collaboration between two
partners who are native speakers of their partners’ target language. Its online
equivalent, e-tandem, involves two native speakers of different languages
communicating together and providing feedback to each other through online
communication tools with the aim of learning the other’s language. E-tandem
exchanges are based on the principles of autonomy and reciprocity, and the
responsibility for a successful exchange generally rests with the learners, who are
expected to provide feedback on their partners’ messages and on their FL
performance. In this sense, tandem partners take on the role of peer-tutors who
correct their partners’ errors and propose alternative formulations in the target
language. In the e-tandem model, the teacher assumes a facilitating role, and
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learners are encouraged to take responsibility for finding their own themes for
discussion, correcting their partners’ errors, and keeping a learner diary or
portfolio to reflect on their own learning progress.
 Blended intercultural models: in this case, a greater emphasis on intercultural
aspects of language learning require students to work together with their

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 international partners to make comparisons of their cultures. This is usually done
by:
• Discussing important issues, such as racism or climate change.
• Analysing parallel texts. By parallel texts, we should understand linguistically
different renditions of a particular story or topic in which culturally conditioned
varying representations of that story or topic are presented (Belz, 2005).
• Application of ethnographic interviewing in synchronous online sessions. This
needs some previous training in order to know which questions are suitable.

An important intercultural intervention within FL education is that created by

Furstenberg (Thorne, 2005): Cultura. Students utilize Internet mediated
communication (IMC) for asynchronous interaction where students engage in online
discussions through web-based questionnaires in which they:

 Make word associations: creating semantic networks.

 Make sentence completions.
 Provide responses to culturally specific situations and circumstances

The responses that students produce then form the data that each partner class
analyses in an effort to notice similarities and differences and to hypothesize possible
reasons for these convergences and divergences. Public opinion polls are also made
available so that students can discover where their analyses align within the larger
context of population-wide national level trends and beliefs. Increasingly over the
term, students are presented with a diverse set of parallel texts, including films
newspaper articles on the same topic but which represent divergent cultural
positions, and diverse academic and literary texts. The Cultura project’s constructivist
approach supports active engagement on the part of students and instructors alike
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(Thorne, 2005).

You can learn more about the Cultura project in the official website:
http://cultura.mit.edu/

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 OIE need preparation and planning both on the teacher’s and the students’ side.
Even though you will need to adapt the steps to the needs of your classroom
according to their age, level and learning objectives, telecollaborative language
learning is usually divided into three phases (Thorne, 2005):

 Phase 1: students construct a personal cultural identity through the production

and exchange of introduction letters (or links to texts and images posted on the
web or in blogs) that act in part as cultural autobiographies. A variant or
complement to individual letters is to have students, typically in groups or as a
whole class, construct websites that represent their local campus and home
community experiences. The explicit goal at this stage is to tailor these
compositions to anticipate the projected interests and questions of partner class
peers as well as to reflect upon, and perhaps to begin to see differently, the
everyday cultural settings and processes at home.
 Phase 2: it begins with an emphasis on building a foundation of personal
relationship and then moves into substantive dialogue focused on the parallel
texts. Here, the teacher helps students understand key themes in the FL text as
well as to facilitate reflection on their own personal and collective worldviews.
Students are required to keep reading journals for recording questions and
insights that subsequently can be brought up in local class discussion before being
shared with the partner class. Building on this individual and intra-class
preparation, students then share their perceptions, challenges, and analyses with
members of the partner class. Recommended group size for phase 2 interactions
are dyads and smaller clusters of three to five students to allow for interpersonal
relationship building and the exchange of ideas.
 Phase 3: this involves coordinating perspectives. This can be done by constructing
a common website or similar, which includes a bilingual essay pertaining to
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parallel tests and a bilingual discussion of a cultural construct form multiple

perspectives.

The results of OIE are beneficial both for language learning and intercultural
understanding. Students realise how knowing the target language is not enough to

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 communicate with other cultures. According to Godwin-Jones (2019), breakdowns in
communication may be the result of culturally inappropriate utterances, such as:

 Not observing the typical opening or closing of conversations.

 Not engaging in expected small talk.
 Being too direct or indirect in formulating requests, questions or opinions.

This may lead to embarrassing situations or even to conflict. However, conflict is to

be considered as a positive result of intercultural interactions, as they are a key factor
for understanding the existence of differences among different cultures. Here the
teacher’s role is crucial for the correct development of the activity. These type of
intercultural encounters need to be supervised and guided by the teacher in order to
overcome misunderstanding. If intercultural communication competence is
promoted in the classroom, conflicts are likely to be less or easily solved. Thus, OIE
will help students gaining problem-solving abilities when facing intercultural
conflict.

Thinking about the variety of English in use, we have to embrace diversity too. The
variety students use is not important, and it does not even need to the agreed
beforehand. The variety of English used online depends on the target group. If the
space is addressed to the inhabitants of a particular country or region, native
expressions are expected to be frequent and, in some case, unintelligible for those
alien to that discourse system. However, if the site is aimed at an international
audience, a simplify English or ELF is chosen. Jones and Hafner (2012, p. 125) state
that one feature of intercultural communication online in the way that participants
draw on a variety of cultures in order to create a hybrid with norms and conventions
of its own.
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 10.3. English and the Internet

When writing, we do not express ourselves in the same way that when we use spoken
language. Orality uses intonation and pitch and, what is more remarkable, can make
use of broken grammatical constructions and yet convey whole meanings. On the
other hand, written language is characterised by clarity and grammatical accuracy.
However, Internet has changed this, showing a situation where correctness in writing
is not usually required or even expected (Torrado-Cespón, 2015). One of the reasons
is the way communication is transmitted:

 Asynchronous communication: the message is not designed to be immediately

seen or answered. E-mails are one example.
 Synchronous communication: the message is prepared to be immediately seen or
answered. Chats are one example.

Internet has an obvious effect on the way we use the language. The language found
in chats or other synchronous ways of internet communication tends to be simple
and abbreviated. Crystal (2004) noted that capitalization is often ignored in this type
of conversation, even for I. However, mistakes are also present in asynchronous
online communication giving, as a result, a careless appearance and undermining the
real value of the message (Torrado Cespón, 2018).

The type of language we find in online settings was named by Crystal (2004) as
netspeak. This type of language tries to be fast and, in synchronous communication,
reflects orality. Thus, due to the demands of synchronous media, it becomes an
enhanced new version of netspeak we can classify as written spoken language
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(Torrado-Cespón, 2015). The problem here is the lack of non-verbal signs, such as
intonation, face expressions and other contextual clues. As a result, confusion arises
depending on the emotional state of the reader who only has a plain text. Among the
techniques the user employs to overcome ambiguity, we find parenthesis with
clarifications, the use of emoticons (Torrado-Cespón, 2020a) or memes, but this have

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 also a cultural background we need to understand. The question of language
ambiguity discussed in previous units is especially relevant in internet-mediated
communication (IMC).

As a result of these demands, languages have adapted themselves to the

requirements of the Internet. According to Crystal (2011), the Internet has
influenced English language in many aspects. Grammar seems to be the less
affected. In this case, no new constructions are created, and grammatical
inaccuracies are to be analysed from a lack of competence perspective. Vocabulary
and orthography do show changes. Let us see Crystal’s vision about them in the
following sub-sections.

Vocabulary

Vocabulary is the area of language where changes are more evident, as new words
reflect the changing needs of the society and its progress. Science and technology
are the domains that create more vocabulary. As a consequence, we can expect lots
of new terms from the Internet. The focus must be on words that have arisen directly
as a result of the Internet, and which are encountered when someone is involved in
any of its outputs. Crystal (2011) points out that terms such as computer, software,
monitor, cable, byte, crash, and freeze need to be excluded, as they are not
specifically Internet terms, having an independent and prior use in electronics and
computer science. By contrast, terms such as blog, blogging and instagramer are
clear candidates, referring as they do to situations, activities and people that only
exist because of the Internet.

Each Internet output has its own terminology, encountered first in the presentation
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of its functionality on screen, and later in the linguistic innovations introduced by its
users, such as slang and playful adaptation. New words are created by users when
new applications appear and its survivance depends on the success of the entity
which is named.

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 Abbreviations are a very frequent feature, as seen in hundreds of acronyms such as
URL (“uniform resource locator”), FAQ (“frequently asked questions”), and WWW
(World Wide Web), as well as in the suffixes that form the top level of the domain
name system, such as doc, com, org or net. As a result, the Internet is lexically highly
active and rapidly changing. However, if we count all the items that have come into
a language as a result of Internet activity, we would be talking about only a few
thousand. When we compare this with the terminology found in botany or chemistry,
which uses tens of thousands of technical terms, we have to conclude that the
Internet is as yet playing a relatively minor role in the character of a language’s
lexicon. Nevertheless, the Internet is still emerging in comparison with other
disciplines. In the case of English, where the lexicon runs to well over a million items,
an extra few thousand new items from the domain of the Internet is hardly of great
significance. All that has happened is that languages have acquired an additional
lexical dimension, as Internet terminology has had an influence on everyday speech
and writing (Crystal, 2011).

Orthography

It is quite obvious that the orthographic system of the Internet is, sometimes,
different from the standard. There are two extremes in the use of fonts (Crystal,
2011):

 An enhanced system: web pages using a range of fonts and formats, a variety of
colours, and elements of animation.
 A reduced system: messages which omit punctuation, avoid capital letters, and
have little or no typographical contrastivity.
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 It is the reduced system which has attracted most attention. We can consider it
either as a decline in educational and linguistic standards or a feature of the
internet. The discussion is also present online, as this anonymous internet user
explains (Torrado-Cespón, 2018, p. 47):

i wrote journals and poems on my computer long before there was an

internet and before that i did the same on typewriters. when i write for
myself i don't use caps and i never have. when i am i don't use them wither.
as a result i occasionally post without them. That said, I typically write in the
formal style when I write online these days. still, the lowercase look pleases
me and i can touchtype even faster when i don't have to worry about shift. i
think that people need to look within themselves if they spend a calorie of
energy complaining about this kind of thing... there are a lot of things that
are far bigger problems.

As Crystal (2011) states, the situation turns out to be quite complex and the reasons
for the use of nonstandard spelling, capitalization, or punctuation can be numerous:

 The writers might be ignorant of the standard usage.

 They might not be bothered to use the standard.
 They might not have keyboard skills up to the task of typing it correctly.
 They might think they have typed it correctly, when actually they haven’t, and
failed to read their message through before sending it.
 They might make a conscious decision not to bother with the standard form,
because they feel it is unimportant.
 They might, consciously or unconsciously, use the nonstandard form in order to
accommodate to the usage of their peers.
 They might deliberately use it to create a special effect.

Some combination of these factors might apply. In all cases, age, gender,
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educational background, linguistic taste, and personality influence the outcome

(Crystal, 2012). In our case, we will be adding the use of EFL, some a poor command
of the language is also a factor to consider.

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Unit 10. Key Ideas
 The situation is also complex at a descriptive level. Much depends on the content
and the emotional state to be transmitted. Thus, commas and periods may disappear,
but exclamation marks are used or overly used. This is clearly observable in
synchronous communication when the oral characteristics of language are a priority.
The aim of making online communication more oral is reflected in the conventions
created by users. Thus, for example, words entirely in capitals are considered to be
shouting.

Another distinctive feature of Internet graphology is bicapitalization (BiCaps)

(Crystal, 2012). It is quite a common practice in proper names, as in DreamWorks or
PowerPoint, but rarely seen elsewhere. Sometimes a specialized symbol achieves a
popular presence, as with the use of hash (#) to identify semantic threads in social
networks and which has now adopted as a way of emphasis in general IMC.

Regarding spelling, the influence of internet is to be considered rather important. In

the case of English, the variants (judgment vs judgement, color vs colour,
encyclopedia vs encyclopaedia, flowerpot vs flower-pot vs flower pot, etc.) have
several origins, such as different preferences in British and American English or
different choices made by printers and publishers. After mentioning the role of
American English in the world in the previous units, it is expectable than its variants
are more likely to appear online. Thus, users will choose what they see around them.
As young people today see more written language on the Internet than anywhere
else, it is inevitable that spelling trends observed on the Internet will sooner or later
shape people’s intuitions about what is permissible, and feed back into the writing
system as a whole (Crystal, 2012).

Should we correct our students?

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Netspeak has change quite a lot since the publication of Crystal’s work. In nowadays
Internet language, we use less abbreviations, but more mistakes appear. One of the
reasons for this is the use of autocorrective software in Smartphones. During the
past decade we has seen how the Internet stopped being a domain of computer to

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Unit 10. Key Ideas
 become a resource at the palm of your hand. Smartphones include corrective
software which difficult the use of abbreviations but, on the other hand, lead to word
confusion by the predictive text. This is quite obvious in super synchronous
communication, such as WhatsApp (figure 1):

Figure 1. One example of autocorrection. Source: https://www.freemake.com/blog/12-funny-

autocorrect-mistakes/

As a consequence, the expectable result of autocorrective software happens to be

the contrary effect. On the other hand, due to this resource, especially in word
processors, users tend to revise less and trust on autocorrections. However, this type
of software is not available in all instances and, as a result, spelling mistakes are
frequent in sites were the text is not self-corrected.

Students’ command of the language in this type of spaces contrast with their
performance in the EFL classroom. The setting provides a stress-free environment
where the student gets involved in topics which are truly interesting for them and
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they are not under correctness pressure. The question of if we should correct our
students’ misuse of the language arises. The fact is that, even if we want to bring
reality into the classroom as much as possible, the classroom is not an authentic
environment regarding language use. As EFL teachers we want our students to use
the language accurately, so we must guide them into correctness. This does not mean

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Unit 10. Key Ideas
 that, in the suitable situation, we can allow them to use the language in a less strict
way, especially if we are dealing with intercultural contacts or telecollaborations. This
type of activities can be use later for metalinguistic reflection and feedback about
error analysis with your own students. Thus, you can check whether they are
committing mistakes because of unawareness or because they are coping the
patterns used in IMC or because IMC plays a role itself. If the case is the latter,
proofreading seems to be the solution (Torrado Cespón, 2020b).

According to Torrado-Cespón and Díaz-Lage (2017), we must resist the urge to

constantly correct those mistakes, as this would turn the learning of a language and
its use into an unpleasant experience: it is the duty of the educator to use correction
constructively. Errors are thus an indication that the target language is still being
acquired and, as teachers, we must view them as a natural and correct part of the
process. With this in mind, you can tailor your methodology according to the needs
of your students.

CALL

This masterclass explains how to use CALL in your classroom. Take advantage of
technologies to promote intrinsic values in the teaching of language and
interculturality
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Access the masterclass to the virtual classroom

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Unit 10. Key Ideas
 10.4. Bibliographical references

Belz, J. (2005). Telecollaborative Language Study: A Personal Overview of Praxis and

Research. Selected Papers from the 2004 NFLRC Symposium.
http://nflrc.hawaii.edu/networks/nw44/belz.htm

Chen, G. M. (2012). The Impact of New Media on Intercultural Communication in

Global Context. China Media Research, 8, (2), pp. 1-10.
http://www.wwdw.chinamediaresearch.net/index.php/back-issues?id=54

Chen, W. (2010). Internet-usage Patterns of Immigrants in the Process of Intercultural

Adaptation. Cyberpsychology, Behavior, and Social Networking, 13(4), 387-399

Crystal, D. (2004). Language and the Internet. CUP.

Crystal, D. (2011). Internet Linguistics. A Student Guide. Routledge.

Godwin-Jones, R. (2019). Telecollaboration as an Approach to Developing

Intercultural Communication Competence. Language Learning & Technology, 23(3),
8-28.

Jones, R. H. & Hafner, C. A. (2012). Understanding Digital Literacies. A Practical

Introduction. Routledge.

O’Dowd, R. (2017). Online Intercultural Exchange and Language Education. In S. L.

Thorne and S. May (eds) Language, Education and Technology (pp. 208-216).
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Springer.

Thorne, S. L. (2005). Internet-Mediated Intercultural Foreign Language Education:

Approaches, Pedagogy, and Research. CALPER Working Paper No. 6.

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 Torrado-Cespón, M. (2015). Uso del Smartphone y su reflejo en la escritura entre
estudiantes de secundaria bilingües gallego-español. Digital Education Review, 28,
77-90. http://revistes.ub.edu/index.php/der/article/viewFile/14374/pdf

Torrado-Cespón, M. (2018). Interlanguage or Technology when Using English as

Vehicular Language: What Influences Students Productions Online? The Eurocall
Review, 26 (2), 41-49. https://doi.org/10.4995/eurocall.2018.9924

Torrado-Cespón, M. (2020a) El uso de los emoticonos como fuerza ilocutiva en

hablantes de inglés como lengua extranjera. Estudio de corpus. In Alfabetizando
digitalmente para la nueva docencia. Pirámide.

Torrado-Cespón, M. (2020b) Proofreading, the Net and Foreign Language Anxiety in

the Use of Apology Formulae in an Online Forum. A Learner Corpus Study. In M. L.
Carrió Pastor (Ed.) Corpus Analysis in Academic Discourse Academic Discourse and
Learner Corpora. Routledge.

Torrado-Cespón, M. & Díaz-Lage, J. M. (2017). Error Analysis and Interlanguage in the

Use of the Term ‘ICT’ in an Online Learner Corpus. Complutense Journal of English
Studies, 25, 105-123.
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 In Depth
Engagement and Attitude in Telecollaboration: Topic and Cultural Background
Effects

Oskoz, A.; and Gimeno-Sanz, A. (2019). Engagement and Attitude in Telecollaboration:

Topic and Cultural Background Effects. Language Learning & Technology, 23(3), 136-160.
http://hdl.handle.net/10125/44700

Read this article to observe a case of telecollaboration between English and Spanish
speakers.

David Crystal - The Effect of New Technologies on English

BritishCouncilSerbia (29th November 2013). David Crystal - The Effect of New

Technologies on English [video file]. https://www.youtube.com/watch?v=qVqcoB798Is

David Crystal talks about the influence of technologies in the creation of new
vocabulary and ways of using in the language.

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Unit 10. In Depth
 Challenge

You can access the Challenge through the virtual classroom

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Unit 10. Challenge