Leveraging virtual exchange for global learning in the classroom: TESOL candidates’ perspectives

Abstract

This paper explores TESOL teacher candidates’ perspectives on leveraging virtual exchange for global
learning in the classroom and identifies the support teachers may need when implementing virtual
exchange lessons; TESOL teacher candidates collaborated with their global partners in planning
lessons and chronicling field notes on student engagement. The study, which uses the candidates’
reflective journals, candidates’ focus group discussions, and the instructor/researcher’s observation
notes to collect data, shows that virtual exchange can be leveraged as an authentic context to expand
TESOL teacher candidates’ collaborative repertoire and intercultural competency. Practices and
challenges in integrating virtual exchange into globalized classrooms are explored and discussed.