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This work builds on the assumption that language learning and
teaching needs to be made more relevant to the 'glocalised' digital
world we live in. Its authors argue that staff in Higher Education
(HE) must prepare students for effective online interaction and
explores the digital, linguistic and critical intercultural
components of 'global citizenship'. The book pivots around an
innovative research study; linguistic politeness frameworks are
revisited to analyse the written online exchanges on an Online
International Learning (OIL) - or intercultural telecollaborative -
project between the UK and France.Through the use of
cyberpragmatics, and inspired by Meyer and Land's 'threshold
concept pedagogy', the authors examine the challenges and solutions
identified by an 'expert student' in managing rules of engagement
and intercultural awareness when interacting online. This book will
appeal to students and scholars of applied linguistics, education,
sociolinguistics and intercultural communication, and provide a
valuable resource for teacher trainers, language teachers and
educators across the world.
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