wer: different societies have debated and disputed the reasons for why we should teach and learn [since the times of Aristotle]. Do we teach to enhance and develop the individual’s intelligence or their social behaviour? Do we spend large sums of money on schooling in order to develop a skilled and able workforce (‘the useful things in life’), or to advance socially responsible behaviour (‘those most conducive to virtue’), or to support specialised knowledge and progression (‘exceptional accomplishments’)? Are these competing alternatives, or can some or all be achieved at the same time? (Ross, Dooly & Hartsmar, 2012, p. 4)
这些问题看似幼稚，但却是关于社会不公正的性质和社会活动的未来发展的争论焦点。没有简单的和普遍认可的答案：不同的社会时期一直都在争论我们为什么要教与学的原因[从亚里士多德时代以来]。教学是为了提高和发展个人的智力或是他们的社会行为吗？我们在学校教育中花费大笔资金，是为了培养熟练的劳动力（“生活中有用的东西”）？抑或是为了推进社会责任行为（“那些对美德最有利的行为”）？还是为了支持专业知识和进展（“特殊成就”）？它们是竞争的替代品吗？它们中的一部分或是全部都能同时实现吗？（罗斯，Dooly＆Hartsmar，2012年，第4页）
Just as the basis for social inequity and educational disadvantage is not a straightforward, transparent cause-and-effect process, the discussion of social justice in education is, at times, circular and complex. This is reflected in the following chapters as they approach the topic from different perspectives, although various recurrent themes do emerge as the authors describe how the development of social justice stands to benefit from the use of telecollaboration. These themes include the opportunities online intercultural exchange offers for collaboration, critical thinking and reflection on controversial topics and intercultural understanding.
仅以此为基础的社会不公平和教育弊端不是一个简单的，明显的因果过程，有时，对于教育中社会公平的讨论是循环往复的和复杂的。这在以后的章节中会体现出来，因为他们从不同的角度来寻找解决的办法，尽管各种经常性的主题也会出现，正如作者所描述的：社会公平的发展是如何从远程协作的运用中收益的。这些主题包括为有关争论性的话题和跨文化理解中的协作、批判性思维和反思提供网上跨文化交流的机会。
Telecollaboration has now been in use as a pedagogical tool in foreign language education for almost 25 years. While the first reports of online exchange were primarily practical publications describing how the activity was being carried out (Warschauer, 1995), recent years have seen a proliferation of research publications which have explored the learning outcomes of telecollaborative initiatives (see, for example, Belz & Thorne, 2006; Guth & Helm, 2010). However, these studies have looked primarily at the potential benefits of telecollaboration for specific aspects of language learning, including students’ linguistic competence, aspects of intercultural competence, autonomy and, more recently, digital literacies. The complex issue of social justice and how telecollaboration can support its development in institutionalised learning contexts, has rarel
