Description
This exploration of telecollaboration (or virtual exchange) studies in language teacher education considers its potential role in preparing teachers to work in linguistically and culturally diverse settings.
More and more language teacher educators are using telecollaboration as an essential component in their courses in order to connect teacher candidates from different geographical locations and ethnolinguistic backgrounds. Part I looks at the foundation of telecollaboration in language teacher education. Part II includes empirical evidence and global case examples related to telecollaboration to illustrate the benefits and challenges of incorporating telecollaboration to support interaction between the non-native speakers. Finally, Part III provides insights into employing telecollaboration for intercultural professional development. This book explores teacher candidates', teachers', and teacher educators' professional learning, identities, and ideologies during their participation in transnational telecollaborative projects.
Table of Contents
Foreword, Robert O'Dowd
1. Introduction, Sedat Akayoglu (Bolu Abant Izzet Baysal University, Türkiye), Babürhan Üzüm (Sam Houston State University, USA) and Bedrettin Yazan (The University of Texas at San Antonio, USA)
Part 1: Foundations of Telecollaboration in Language Teacher Education
2. Integration of Telecollaboration in the Language Teacher Education Curriculum: Insights from Teacher Educators from Turkey, Brazil, and the UK, Asuman Asik (Gazi University, Türkiye), Kyria Finardi (Federal University of Espirito Santo, Brazil) and Marina Orsini-Jones (Coventry University, UK)
3. An Intercultural Virtual Exchange Experience: Pre-service ELT teachers' reflection on their involvement in collaborative and multicultural communication, Zeynep Bilki (TED University, Türkiye) and Müge Satar (Newcastle University, UK)
4. Telecollaborative Teacher Education in a Multiliteracies Framework, D. Joseph Cunningham (Georgetown University, US)
5. Challenges and Limitations of Telecollaboration Studies in Teacher Education, Sedat Akayoglu (Bolu Abant Izzet Baysal University, Türkiye), Babürhan Üzüm (Sam Houston State University, US) and Bedrettin Yazan (The University of Texas at San Antonio)
Part 2: Empirical Studies and Case Examples
6. Pre-service Teachers' Perceptions on the Impact of Telecollaboration Projects on their Teacher Identity Constructions, Sultan Mavis (Bolu Abant Izzet Baysal University, Türkiye)
7. Language Student Teachers as Task Designers in a US-China Virtual Exchange, Carolin Fuchs (City University of Hong Kong, Hong Kong), Bill Snyder (Soka University, Japan) and Bruce Tung (University of Washington, US)
Part 3: Professional Development and Intercultural Perspectives
8. Intercultural Telecollaborative Professional Development for Language Teachers, Soyoung Sarah Han (Sogang University, South Korea), Yun-chen Yen (Penn State University, US) and Seongryeong Yu (Old Dominion University, US)
9. L2 Teachers' Intercultural Noticing of Enacted Teaching Practices in a MR-Based Intercultural Telecollaborative Environment, Sumei Wu (Beijing Normal University, China) and Xiaohui Sun (Beijing Normal University, China)
