Purpose

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.

Design/methodology/approach

Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.

Findings

Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.

Originality/value

This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

中文翻译：

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移动辅助知识基金写作练习对培养拉丁裔英语学习者跨文化敏感性的影响

目的

本研究的目的是检查相关的人口和社会经济因素，因为它们与使用移动辅助资金的少数民族拉丁裔中学英语学习者 (EL) 的跨文化交际能力 (ICC) 和跨文化敏感性的进展有关。 -以知识为特色的写作练习。

设计/方法论/途径

通过知识基金的理论视角，这项为期三年的研究实施了一项基于调查的准实验设计，以拉丁裔 EL 的 ICC 发展为中心，并实施了跨文化敏感性调查问卷（Chen 和 Starosta，2000）。作者首先调查了 EL 的跨文化敏感性与相关人口和社会经济因素之间的关系。作者随后研究了 EL 跨文化敏感性的变化。在十周的时间里，干预小组交替使用纸笔和移动写作工具完成了五篇以知识基金为特色的叙事文章。

发现

研究结果表明，EL 的跨文化敏感性随着他们从六级到八级的升读而增加。嵌入式移动辅助知识基金写作实践作为干预，提高了 EL 在互动参与、尊重文化差异、互动享受和互动注意力方面的跨文化敏感性。在这些变量中，互动乐趣被描述得最多。在本实验中，自称在家不会说英语的 EL 具有统计显着性。

原创性/价值

本研究承认知识基金的稳健性和多样性是解决 EL 文化实践的跨文化性和混合性的利基，而 EL 文化实践是通过拉丁裔 EL 的家庭社交和使用移动辅助写作实践的社会发展而积累的。这项研究可以为优化包容性体验提供启示，以促进当代后殖民全球世界中的计算机辅助语言学习。