Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-28T10:31:34.529Z Has data issue: false hasContentIssue false
  • English
  • Français

LANGUAGE AND LITERACY DEVELOPMENT IN COMPUTER-MEDIATED CONTEXTS AND COMMUNITIES

Published online by Cambridge University Press:  28 March 2008

Steven L. Thorne  and
Rebecca W. Black
Get access Rights & Permissions [Opens in a new window]

Abstract

This article describes second language uses of Internet communication tools, Web environments, and online gaming, and critically reviews existing research and emerging technologies representing diverse pedagogical conditions in three distinct computer-mediated configurations: (1) instructed and institutional intraclass discussion and interclass partnerships, (2) transcultural partnerships and structured participation in “open” Internet environments, and (3) interaction in ongoing Internet-mediated environments that include popular culture blogs and Web sites, fanfiction communities, language and/or culture communities, and online games. We propose that a critical-and-constructive appraisal of existing and emerging digital media, communicative genres, literacy practices, and the communities made possible through them, can help to forge more responsive, and more ecologically responsible, language-learning opportunities for students who are expected to navigate increasingly mediated social and professional worlds.

Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 27 , March 2007 , pp. 133 - 160
Copyright
Copyright © Cambridge University Press 2008

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

ANNOTATED REFERENCES

Black, R. W. (2006). Language, culture, and identity in online fanfiction. E-Learning, 3 (2), 170–184.Google Scholar
Black, R. W. (in press). Adolescents and online fanfiction. New York: Peter Lang.Google Scholar
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.Google Scholar
Kern, R. G. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly 40 (1), 183–210.CrossRefGoogle Scholar
Knobel, M., & Lankshear, C. (Eds.). (2007). A new literacies sampler. New York: Peter Lang.Google Scholar
Lam, W. S. E. (2006). Re-envisioning language, literacy, and the immigrant subject in new mediascapes. Pedagogies, 1 (3), 171–195.CrossRefGoogle Scholar
Leander, K., & Lovvorn, J. (2006). Literacy networks: Following the circulation of texts, bodies, and objects in the schooling and online gaming of one youth. Cognition and Instruction, 24 (3), 291–340.CrossRefGoogle Scholar
Steinkuehler, C. (2007). Massively multiplayer online gaming as a constellation of literacy practices. E-Learning, 4 (3), 297–318.Google Scholar
Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7 (2), 38–67.Google Scholar
Thorne, S. L. (in press). Transcultural communication in open Internet environments and massively multiplayer online games. In Magnan, S. (Ed.), Mediating discourse online. Amsterdam: Benjamins.Google Scholar
Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Erlbaum.Google Scholar

OTHER REFERENCES

Agar, M. (1994). Language shock: Understanding the culture of conversation. New York: William Morrow.Google Scholar
Alvermann, D. E. (Ed.). (2002). Adolescents and literacies in a digital world. New York: Peter Lang.Google Scholar
Alvermann, D. E., & Hagood, M. (2000). Fandom and critical media literacy. Journal of Adolescent & Adult Literacy, 43, 436–446.Google Scholar
Bakhtin, M. (1986). Speech genres and other late essays (Holquist, M., Ed., & Emerson, C., Trans.). Austin: University of Texas Press.Google Scholar
Basharina, O. (2007). An activity theory perspective on student-reported contradictions in international telecollaboration. Language Learning & Technology, 11 (2), 36–58.Google Scholar
Bateson, G. (1972). Steps toward an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Chicago: University Of Chicago Press.Google Scholar
Bazerman, C. (1989). Shaping written knowledge. Madison: University of Wisconsin Press.Google Scholar
Beauvois, M. H. (1992). Computer assisted classroom discussion in the classroom: Conversation in slow motion. Foreign Language Annals, 25 (5), 525–534.CrossRefGoogle Scholar
Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7 (2), 68–117. Retrieved June 11, 2007, from http://llt.msu.edu/vol7num2/belz/default.htmlGoogle Scholar
Belz, J. A. (2004). Learner corpus analysis and the development of foreign language proficiency. System: An International Journal of Educational Technology and Applied Linguistics, 32 (4), 577–591.CrossRefGoogle Scholar
Belz, J. A. (2005a). Corpus-driven characterizations of pronominal da-compound use by learners and native speakers of German. Die Unterrichtspraxis/Teaching German, 38 (1), 43–59.Google Scholar
Belz, J. A. (2005b). Intercultural questioning, discovery, and tension in Internet-mediated language learning partnerships. Language and Intercultural Communication, 5 (1), 3–39.CrossRefGoogle Scholar
Belz, J. A. (2006). At the intersection of telecollaboration, learner corpus analysis, and L2 pragmatics: Considerations for language program direction. In Belz, J. & Thorne, S. L. (Eds.), Internet-mediated intercultural foreign language education (pp. 207–246). Boston: Heinle.Google Scholar
Belz, J. A., & Kinginger, C. (2002). The cross-linguistics development of address form use in telecollaborative language learning: Two case studies. Canadian Modern Language Review/Revue Canadienne des Langues Vivant, 59 (2), 189–214.CrossRefGoogle Scholar
Belz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53 (4), 591–647.CrossRefGoogle Scholar
Belz, J. A., & Müller-Hartmann, A. (2003). Teachers as intercultural learners: Negotiating German-American Telecollaboration along the institutional fault line. Modern Language Journal, 87 (1), 71–89.CrossRefGoogle Scholar
Belz, J. A., & Thorne, S. L. (Eds.). (2006a). Internet-mediated intercultural foreign language education. Boston: Heinle.Google Scholar
Belz, J. A., & Thorne, S. L. (Eds.). (2006b). Introduction: Internet-mediated intercultural foreign language education and the intercultural speaker. In Belz, J. & Thorne, S. L. (Eds.), Internet-mediated intercultural foreign language education (pp. iix–xxv). Boston: Heinle.Google Scholar
Belz, J. A. & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review/Revue canadienne des langues vivantes, 62 (1), 17–48.CrossRefGoogle Scholar
Bernstein, B. (1996). Pedagogy, symbolic control and identity. London: Taylor & Francis.Google Scholar
Black, R. W. (2005). Access and affiliation: The literacy and composition practices of English-language learners in an online fanfiction community. Journal of Adolescent and Adult Literacy, 49 (2), 118–128.CrossRefGoogle Scholar
Black, R. W. (2006). Language, culture, and identity in online fanfiction. E-Learning, 3 (2), 170–184.Google Scholar
Black, R. W. (2007). Digital design: English language learners and reader reviews in online fanfiction. In Knobel, M. & Lankshear, C. (Eds.), A new literacies sampler. New York: Peter Lang.Google Scholar
Black, R. W., & Steinkuehler, C. (in press). Literacy in Virtual Worlds. In Christenbury, L., Bomer, R., & Smagorinski, P. (Eds.), Handbook of adolescent literacy research. New York: Guilford Press.Google Scholar
Blake, R. J., & Zyzik, E. (2003). Who's helping whom? Learner/heritage speakers' networked discussions in Spanish. Applied Linguistics, 24 (4), 519–544.CrossRefGoogle Scholar
Breen, M., & Candlin, C. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1, 89–112.CrossRefGoogle Scholar
Brouwer, C., & Wagner, J. (2004). Developmental issues in second language conversation. Journal of Applied Linguistics, 1 (1), 29–47.CrossRefGoogle Scholar
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.Google Scholar
Canagarajah, S. (1997). Safe houses in the contact zone: Coping strategies of African-American students in the academy. College Composition and Communication, 48 (2), 173–196.CrossRefGoogle Scholar
Canagarajah, S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68 (6), 589–604.CrossRefGoogle Scholar
Castells, M. (1996). The rise of the networked society. Cambridge: Blackwell.Google Scholar
Castells, M. (Ed.) (2004). The network society: A cross-cultural perspective. Northampton, MA: Edward Edgar.CrossRefGoogle Scholar
Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22 (1), 17–31.CrossRefGoogle Scholar
Cononelos, T., & Oliva, M. (1993). Using computer networks to enhance foreign language/culture education. Foreign Language Annals, 26, 525–534.CrossRefGoogle Scholar
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. New York: Routledge.Google Scholar
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Darhower, M. (2002). Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19 (2), 249–277.CrossRefGoogle Scholar
Darhower, M. (2006). Where's the community? Bilingual Internet chat and the “5th C” of the national standardss. Hispania, 89 (1), 84–98.CrossRefGoogle Scholar
Darhower, M. (2007). A tale of two communities: Group dynamics and community building in a Spanish-English telecollaboration. CALICO Journal, 24 (3), 561–589.CrossRefGoogle Scholar
Ducheneaut, N., Yee, N., Nickell, E., & Moore, R. (2007). The life and death of online gaming communities: A look at guilds in World of Warcraft. Computer/Human Interaction 2007 Proceedings, 839–848.CrossRefGoogle Scholar
Dussias, P. E. (2006). Morphological development in Spanish-American telecollaboration. In Belz, J. & Thorne, S. L. (Eds.), Internet-mediated intercultural foreign language education (pp. 121–146). Boston: Heinle.Google Scholar
Engeström, Y. (1999). Activity theory and individual social transformation. In Engeström, Y., Miettinen, R., & Punamaki, R. L. (Eds.), Perspectives on activity theory (pp. 19–38). New York: Cambridge University Press.CrossRefGoogle Scholar
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 82 (1), 91–94.CrossRefGoogle Scholar
Firth, A., & Wagner, J. (1998). SLA property: No trespassing. Modern Language Journal, 81 (3), 285–300.CrossRefGoogle Scholar
Firth, A., & Wagner, J. (2007). S/FL learning as a social accomplishment: Elaborations on a “reconceptualized” SLA. Modern Language Journal.CrossRefGoogle Scholar
Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The CULTURA project. Language Learning & Technology, 5 (1), 55–102.Google Scholar
Gee, J. P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.Google Scholar
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.Google Scholar
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.Google Scholar
Grinter, R., & Palen, L. (2002). Instant messaging in teen life. Proceedings from Computer Supported Cooperative Work, ACM.CrossRefGoogle Scholar
Guzzetti, B. J., & Gamboa, M. (2005). Online journaling: The informal writings of two adolescent girls. Research in the Teaching of English, 40, 168–206.CrossRefGoogle Scholar
Hanna, B., & de Nooy, J. (2003). A funny thing happened on the way to the forum: Electronic discussion and foreign language learning. Language Learning & Technology, 7 (1), 71–85.Google Scholar
Herring, S. (Ed.). (1996). Computer-mediated communication: Linguistic, social and cross-cultural perspectives. Philadelphia: Benjamins.CrossRefGoogle Scholar
Janangelo, J. (1991). Technopower and technosuppression: Some abuses of power and control in computer-assisted writing environments. Computers & Composition, 9 (1), 47–64.CrossRefGoogle Scholar
Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press.Google Scholar
Jones, R. (2004). The problem of context in computer-mediated communication. In Levine, P. & Scollon, R. (eds.), Discourse and technology: Multimodal discourse analysis (pp. 20–33). Washington, DC: Georgetown University Press.Google Scholar
Kelm, O. (1996). The application of computer networking in foreign language education: Focusing on principles of second language acquisition. In Warschauer, M. (Ed.), Telecollaboration in foreign language learning (pp. 19–28). Manoa: Second Language Teaching and Curriculum Center, University of Hawaii.Google Scholar
Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79 (4), 457–476.CrossRefGoogle Scholar
Kern, R. G. (2000). Literacy and language teaching. Oxford: Oxford University Press.Google Scholar
Kern, R. G. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40 (1), 183–210.CrossRefGoogle Scholar
Kern, R., Ware, P., & Warschauer, M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics, 24 (1), 243–260.CrossRefGoogle Scholar
Kinginger, C. (1998). Videoconferencing as access to spoken French. Modern Language Journal, 82 (4), 502–513.CrossRefGoogle Scholar
Kinginger, C., & Belz, J. A. (2005). Sociocultural perspectives on pragmatic development in foreign language learning: Microgenetic case studies from telecollaboration and residence abroad. Intercultural Pragmatics, 2 (4), 369–422.CrossRefGoogle Scholar
Knobel, M., Lankshear, C., Honan, E., & Crawford, J. (1998). The wired world of second-language education. In Snyder (eds.), Page to screen: Taking literacy into the electronic era (p. 20–50). New York: Routledge.CrossRefGoogle Scholar
Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.Google Scholar
Kramsch, C. (1999). Thirdness: The intercultural stance. In Vestergaard, T. (Ed.), Language, culture, and identity (pp. 41–58). Aalborg, Denmark: Aalborg University Press.Google Scholar
Kramsch, C., & Thorne, S. L. (2002). Foreign language learning as global communicative practice. In Block, D. & Cameron, D. (Eds.), Globalization and language teaching (pp. 83–100). London: Routledge.Google Scholar
Lam, W. S. E. (2000). Literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34 (3), 457–482.CrossRefGoogle Scholar
Lam, W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local considerations [Electronic version]. Language Learning and Technology, 8, 44–65. Retrieved August 16, 2006 from http://llt.msu.edu/vol8num3/lam/default.htmlGoogle Scholar
Lam, W. S. E. (2006). Re-envisioning language, literacy, and the immigrant subject in new mediascapes. Pedagogies, 1 (3), 171–195.CrossRefGoogle Scholar
Lam, W. S. E., & Kramsch, C. (2003). The ecology of an SLA community in computer-mediated environments in leather. In Leather, J. & van Dam, J. (Eds.), Ecology of language acquisition. Dordrecht, The Netherlands: Kluwer.Google Scholar
Lankshear, C., & Knobel, M. (2003). New literacies: Changing knowledge and classroom learning. Philadelphia, PA: Open University Press.Google Scholar
Lankshear, C., & Knobel, M. (2006). New literacies: Changing knowledge and classroom learning (2nd ed.). Philadelphia: Open University Press.Google Scholar
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.Google Scholar
Leander, K., & Lovvorn, J. (2006). Literacy networks: Following the circulation of texts, bodies, and objects in the schooling and online gaming of one youth. Cognition and Instruction, 24 (3), 291–340.CrossRefGoogle Scholar
Leont'ev, A. N. (1981). The problem of activity in Soviet psychology. In Wertsch, J. V. (Ed.), The concept of activity in Soviet psychology (pp. 37–71). Armonk, NY: Sharpe.Google Scholar
Lessig, L. (2005) Creative Commons. Paper presented at the 2005 Annual ITU Conference, “Creative Dialogues.” Oslo, Network for IT-Research and Competence in Education (ITU), University of Oslo.Google Scholar
Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading Research Quarterly, 40 (4), 470–501.CrossRefGoogle Scholar
Muller-Hartmann, A. (2000). The role of tasks in promoting intercultural learning in electronic learning networks. Language Learning & Technology 4 (2): 129–147.Google Scholar
Nardi, B., Ly, S., & Harris, J. (2007). Learning conversations in World of Warcraft. Proceedings of the 2007 Hawaii International Conference on Systems Science. New York: IEEE Press. Retrieved February 20th, 2007, from http://www.artifex.org/%7Ebonnie/pdf/Nardi-HICSS.pdfCrossRefGoogle Scholar
New London Group. (1996). A pedagogy of multiliteracies. Harvard Educational Review, 66 (1), 60–92.CrossRefGoogle Scholar
Newman, D., Cole, M., & Griffin, M. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press.Google Scholar
O'Dowd, R. (2003). Understanding the “other side”: Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7 (2), 118–144.Google Scholar
O'Dowd, R. (2006). The use of viodeconferencing and e-mail as mediators of intercultural student ethnography. In Belz, J. & Thorne, S. L. (eds.), Internet-mediated intercultural foreign language education (pp. 86–119). Boston: Thomson Heinle Publishers.Google Scholar
O'Rourke, B. (2005). Form focused interaction in online tandem learning. CALICO Journal, 22 (3), 433–466.CrossRefGoogle Scholar
Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning & Technology, 1 (1), 82–93.Google Scholar
Palincsar, A. S., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–75.Google Scholar
Presky, M. (2001). Digital natives, digital immigrants. On the horizon. NCB University Press, 9 (5).Google Scholar
Purushotma, R. (2005). You're not studying, you're just. . . . Language Learning & Technology, 9 (1), 80–96.Google Scholar
Roth, W. M., Elmesky, R., Carambo, C., McKnight, Y. M., & Beers, J. (2005). Re/making identities in the praxis of urban schooling: A cultural historical perspective. Mind, Culture, and Activity, 11, 48–69.CrossRefGoogle Scholar
Schneider, J., & von der Emde, S. (2000). Brave new (virtual) world: Transforming language learning into cultural studies through online learning environments (MOOs). ADFL Bulletin, 32 (1), 18–26.CrossRefGoogle Scholar
Schneider, J., & von der Emde, S. (2006). Conflicts in cyberspace: From communication breakdown to intercultural dialogue in online collaborations. In Belz, J. & Thorne, S. L. (Eds.), Internet-mediated intercultural foreign language education (pp. 2–30). Boston: Heinle.Google Scholar
Shiu, E., & Lenhart, A. (2004, September 1). How Americans use instant messaging. Pew Internet & American Life Project. Retrieved from http://www.pewinternet.org/pdfs/PIP_Instantmessage_Report.pdf.Google Scholar
Squire, K. (2003). Video games in education. International Journal of Intelligent Simulations and Gaming, 1 (2), 49–62.Google Scholar
Squire, K. D., & Steinkuehler, C. A. (2006). Generating cyberculture/s: The case of Star Wars galaxies. In Gibbs, D. & Krause, K. L. (Eds.), Cyberlines: Languages and cultures of the Internet (2nd ed.). Albert Park, Australia: James Nicholas.Google Scholar
Steinkuehler, C. A. (2006). Massively multiplayer online videogaming as participation in a discourse. Mind, Culture, & Activity, 13 (1), 38–52.CrossRefGoogle Scholar
Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman.Google Scholar
Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 29, 491–501.CrossRefGoogle Scholar
Thomas, A. (2005). Positioning the reader: The affordances of digital fiction. Paper presented at the State Conference of the Queensland Council for Adult Literacy, Brisbane, Australia.Google Scholar
Thorne, S. L. (2000). Beyond bounded activity systems: Heterogeneous cultures in instructional uses of persistent conversation. Proceedings of the Thirty-Third Annual Hawaii International Conference on System Sciences (HICSS-33). Los Alamitos, CA: IEEE Press.Google Scholar
Thorne, S. L. (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 John, O. St., van Esch, K., & Schalkwijk, E. (Eds.), New insights into foreign language learning and teaching (pp. 51–70). Frankfurt, Germany: Peter Lang.Google Scholar
Thorne, S. L. (2005). Epistemology, politics, and ethics in sociocultural theory. Modern Language Journal, 89, 393–409.CrossRefGoogle Scholar
Thorne, S. L. (2006). Pedagogical and praxiological lessons from Internet-mediated intercultural foreign language education research. In Belz, J. & Thorne, S. L. (Eds.), Internet-mediated intercultural foreign language education (pp. 2–30). Boston: Heinle.Google Scholar
Thorne, S. L. (2008). Mediating technologies and second language learning. In D. Leu, Coiro, J., Lankshear, C., & Knobel, M. (Eds.), Handbook of research on new literacies. Mahwah, NJ: Erlbaum.Google Scholar
Thorne, S. L. (in press). Transcultural communication in open Internet environments and massively multiplayer online games. In Magnan, S. (Ed.), Mediating discourse online (pp. 305–327). Amsterdam: Benjamins.Google Scholar
Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, Internet-mediated expression, and language education. CALICO Journal, 22, 371–397.CrossRefGoogle Scholar
Thorne, S. L., & Lantolf, J. P. (2007). A linguistics of communicative activity. In Makoni, S. & Pennycook, A. (Eds.), Disinventing and reconstituting languages (pp. 170–195). Clevedon, UK: Multilingual Matters.Google Scholar
Toyoda, E., & Harrison, R. (2002). Categorization of text chat communication between learners and native speakers of Japanese. Language Learning & Technology 6 (1), 82–99.Google Scholar
van Dijk, J. (2005). The deepening divide: Inequality in the information society. London: Sage.CrossRefGoogle Scholar
Vyatkina, N. (2007). Development of second language pragmatic competence: The data-driven teaching of German modal particles based on a learner corpus. Unpublished dissertation, Pennsylvania State University.Google Scholar
Vyatkina, N., & Belz, J. A. (2006). A learner corpus-driven intervention for the teaching of L2 pragmatic competence. In Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. (Eds.), Pragmatics and language learning (pp. 293–329). Manoa: Second Language Teaching and Curriculum Center, University of Hawaii.Google Scholar
Ware, P. (2005). “Missed” communication in online communication: Tensions in a German-American telecollaboration. Language Learning & Technology, 9 (2), 64–89.Google Scholar
Ware, P., & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and English through telecollaboration. Modern Language Journal, 89 (2), 90–105.CrossRefGoogle Scholar
Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13 (2), 7–26.CrossRefGoogle Scholar
Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81 (4), 470–481.Google Scholar
Warschauer, M. (1998). Online learning in sociocultural context. Anthropology & Education Quarterly, 29, 68–88.CrossRefGoogle Scholar
Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Erlbaum.Google Scholar
Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Warschauer, M. (2005). Sociocultural perspectives on CALL. In Egbert, J. & Petrie, G. M. (Eds.), CALL research perspectives (pp. 41–51). Mahwah, NJ: Erlbaum.Google Scholar
Werry, C. (1996). Linguistic and interactional features of Internet Relay Chat. In Susan Herring (ed.), Computer-mediated communication: Linguistic, social and cross-cultural perspectives, Philadelphia: John Benjamins.Google Scholar
Yi, Y. (2007). Engaging literacy: A biliterate student's composing practices beyond school. Journal of Second Language Writing, 16 (1), 23–39.CrossRefGoogle Scholar
Yi, Y. (in press). “Relay writing” in an adolescent online community: Welcome to Buckeye City. Journal of Adolescent and Adult Literacy.Google Scholar