Theoretical rationale

The approach and methodology we decided to adopt is based on a variety of sources, such as past research on SLA and TEPBLL, the UAB/UIUC course on Computer-Mediated Communication for Language Teaching and Learning, as well as the academic background of each member of our group. Our learning initiative is anchored in three main principles, that constitute this project's theoretical rationale :

Learning in groups:

• Talking to each other when learning in groups can foster motivation, as well as reinforce cognitive abilities and interdependence (Jacques & Salmon, 2012).
• Learning in groups can boost the development of both interpersonal and intercultural competences (Woodina, 2010).

Learning culture:

• In order to learn about another culture, you need to know your own culture first (McKay, 2002)
• Building a pluricultural repertoire (CEFR, new descriptors, 2018)

Learning through TEPBLL:

• TEPBLL can foster the learning of languaculture, that is language and its related culture (Sykes, 2017)
• Project- Based Learning (PBL) is an ideal tool teachers have at their disposal to get their students to “connect the dots” between content, language use, the construction of knowledge and the development of 21st century skills (Dooly, Masats & Mont, 2012).

References:

Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. (2018). Council of Europe. Text available at: https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989

Dooly, M., Masats, D., & Mont, M. (2012). ‘Snoopy, go left!’: Real activities of young language learners in virtual worlds. Paper presented at APAC ELT Convention 2012: Solid learning for liquid times, Universitat de Barcelona, Catalunya. Presentation available at: http://pagines.uab.cat/ pads/sites/pagines.uab.cat.pads/files/APAC_PRESENTATION%20 2012fv.pdf

Jacques, D. and G. Salmon. (2012). Learning in Groups: A Handbook for Face-To-Face and Online Environments. Abingdon: Routledge.

McKay, S. L. (2002). Teaching English As An International Language: Rethinking Goals and Perspectives. New York: Oxford University Press.

Sykes, J. M. (2017). Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics. In "The Handbook of Technology and Second Language Teaching and Learning", edited by Carol A. Chapelle and Shannon Sauro, 119-133. Oxford: Wiley-Blackwell.

Woodina, J. (2010). “Cultural Categorisation: What Can We Learn From Practice? An Example from Tandem Learning.” Language and Intercultural Communication, 10 (3), 225–242.