Speaker
Abstract section 2: Contribution/research questions
The purpose of this presentation is to highlight the value of virtual exchanges in TESOL teacher education, particularly their potential to develop teacher candidates’ pedagogical and global competencies. Participants will learn about effective VE practices through engagement with recent scholarship and an examination of three high-impact virtual exchanges co-developed and implemented by the presenter.
Abstract section 1: Relevance
Virtual exchanges (VEs) offer significant potential for strengthening TESOL teacher education by centering collaborative, globally relevant pedagogical projects (Hilliker & Drake, 2022; Lin, 2021), increasing preservice teachers’ confidence to teach (Gajek, 2017), enhancing their ability to work in multicultural settings (Kearney & Gras-Velázquez, 2015), and developing global competencies (Lenkaitis & Loranc, 2021). This presentation situates VEs within current theory and research, as it addresses pressing needs in TESOL teacher education to meaningfully integrate technology through innovative, globally enriching, community-engaged programs.
Abstract section 3: Content/method
The session will begin with a brief audience poll to gauge participants’ prior experience with virtual exchanges (VEs), followed by an overview of commonly used definitions and related terminology. The presenter will then review recent scholarship, emphasizing key characteristics of effective VEs, and present three collaborative exchange examples between U.S. and European partners. The session will conclude with guided discussion and the sharing of practical resources.
Abstract section 5: References
Gajek, E. (2017). Curriculum integration in distance learning at primary and secondary educational levels on the example of eTwinning projects. Education Sciences, 8(1), 1.
Hilliker, S., & Drake, E. (2022). Language teacher cultural competency through virtual exchange. Critical Applied Linguistics Studies, 1(1), 50-66.
Kearney, C.., & Gras-Velázquez, À.. (2015). ETwinning Ten Years On. Impact on teachers’ practice, skills, and professional development opportunities, as reported by eTwinners. Brüksel: Central Support Service of eTwinning (CSS).
Lenkaitis, C. A., & Loranc, B. (2021). Facilitating global citizenship development in lingua franca virtual exchanges. Language Teaching Research, 25(5), 711-728.
Lin, C. C. (2021). Leveraging Virtual Exchange for Global Learning in the Classroom: TESOL Candidates’ Perspectives. NYS Tesol Journal, 8(1), 29-39.
Abstract section 4: Outcomes/results
Participants will be guided to examine key scholarship on virtual exchanges alongside three successfully implemented VE projects. Drawing on student outcomes, observations, reflections, and program evaluations, the presenter will address the impact of VEs on TESOL teacher candidates’ pedagogical and global competencies. Attendees will receive links to project descriptions and assessments, guidance for designing their own VEs, and curated resources, with discussion of applications in primary, secondary, and post-secondary contexts to support English learners.
| Title | Virtual Exchanges in TESOL Teacher Education |
|---|---|
| Teaching Context | College and university education |