Another important aspect of telecollaboration in language learning is the intercultural
one. Cultural awareness is, as Byram and Fleming (1998: 4) state, ‘a significant aspect
of language learning’, so much so, that ‘without cultural awareness, a language
cannot be properly understood’. Corbett argues that intercultural language learners
‘need to acquire an understanding of how interaction works, and how individuals
relate more generally to those around them and to society at large’ (2010: 2) and
cites the benefits the internet can bring to the intercultural classroom, with its ‘rich
opportunities for “authentic” language use and comparison of different cultural
practices’ (2010: 7). Guth and Helm (2010: 121) suggest that it is important to view
telecollaboration in a broader sense, taking into account the intercultural aspect
rather than focusing purely on pedagogical practice. The teachers in our first case
study have done this with their project.