Virtual Exchange as a Study Abroad Alternative to Foster Language and Culture Exchange in TESOL Teacher Education

Autor/in	Hilliker, Shannon
Titel	Virtual Exchange as a Study Abroad Alternative to Foster Language and Culture Exchange in TESOL Teacher Education
Quelle	In: TESL-EJ, 23 (2020) 4, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); International Educational Exchange; Preservice Teacher Education; Preservice Teachers; Language Teachers; Foreign Countries; Theory Practice Relationship; Student Teaching; Cultural Awareness; Student Attitudes; Linguistics; Instructional Effectiveness; United States; Mexico + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Internationaler Austausch; Lehramtsstudiengang; Lehrerausbildung; Language teacher; Sprachunterricht; Ausland; Theorie-Praxis-Beziehung; Teaching practice; Unterrichtspraxis; Cultural identity; Kulturelle Identität; Schülerverhalten; Linguistik; Unterrichtserfolg; USA; Mexiko
Abstract	Teachers do not always have the option to study abroad because of coursework and school/teaching obligations. Utilizing virtual exchange is an innovative instructional approach being used in higher education that can mimic a clinical virtual study abroad experience. Accordingly, this study reports on 20 participants that took a course on linguistics for ESL/EFL teachers. Teacher candidates in the U.S. were paired with EFL students at a university in Mexico taking a course to improve their spoken English. Through weekly journaling teacher candidates described student errors and reflected on the ties between what they learned in the linguistics class (theory) and made clinical decisions (practice) to help students improve their spoken English. Connecting teacher candidates with students from around the world via teleconference in this study showed evidence that these TESOL teacher candidates were positively influenced by their participation in this experience. This paper describes four patterns that focus on the ways virtual study abroad supported teacher candidates' learning as they interacted with EFL students: (1) Integration of challenging course material; (2) Application of course knowledge; (3) Connections made between culture and language; and (4) Recognition of stereotypes. Each of these four themes is highlighted with example quotes from teachers' journals. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01