Speaker
Abstract section 1: Relevance
As Japanese universities pursue internationalization amid financial constraints and declining study-abroad participation, Collaborative Online International Learning (COIL) has emerged as a scalable alternative (Rubin, 2017). However, limited research has examined how translanguaging pedagogy functions within COIL to support intercultural competence and language development in EFL contexts. Drawing on translanguaging theory (García & Kleyn, 2016) and models of intercultural communicative competence (Byram, 1997; Deardorff, 2006), this study addresses the need for empirically grounded classroom research demonstrating how bilingual practices can deepen engagement and reduce linguistic barriers in virtual exchange.
Abstract section 2: Contribution/research questions
This study addressed the following questions:
(1) How did participants perceive intercultural and linguistic development through COIL?
(2) How did translanguaging practices influence communication and engagement?
(3) What professional development outcomes emerged for TESOL practicum students?
By examining both Japanese EFL students and U.S. preservice teachers, the study contributes classroom-level evidence on the pedagogical value of bilingual virtual exchange.
Abstract section 3: Content/method
The study examined an eight-week COIL collaboration between a fourth-year seminar at a Japanese women’s university and TESOL practicum students at a U.S. university (N = 14). Students engaged in structured synchronous discussions on comparative sociocultural topics. Data from post-program surveys and reflective journals were analyzed using qualitative thematic coding to identify patterns related to intercultural learning, language use, and professional development.
Abstract section 4: Outcomes/results
Findings indicate that Japanese students developed increased intercultural self-awareness, greater confidence in expressing complex ideas, and enhanced metalinguistic sensitivity through strategic use of English and Japanese. Translanguaging practices reduced communication anxiety and supported deeper cognitive engagement during comparative discussions. TESOL practicum students reported increased instructional confidence, pedagogical adaptability, and greater awareness of EFL classroom dynamics. Overall, the results demonstrate that small-scale COIL initiatives supported by flexible bilingual practices can simultaneously foster language development, intercultural competence, and emerging teacher expertise in higher education contexts.
Abstract section 5: References
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266.
García, O., & Kleyn, T. (Eds.). (2016). Translanguaging with multilingual students: Learning from classroom moments. Routledge.
Rubin, J. (2017). The collaborative online international learning network: A case study. In R. O’Dowd & T. Lewis (Eds.), Online intercultural exchange: Policy, pedagogy, practice (pp. 263–270). Routledge.
| Title | Bilingual Practices in a Japan–U.S. COIL Project |
|---|---|
| Teaching Context | College and university education |