The Role of Pedagogical Mentoring in Virtual Exchange

Robert O’Dowd · Shannon Jennifer Sauro · Elana Spector‐Cohen

121 citations0/0 files storedTESOL Quarterly

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EFL/ESL Teaching and Learning Second Language Learning and Teaching English Language Learning and Teaching

Abstract

Virtual exchange, or telecollaboration, is a well‐known pedagogical approach in foreign language education that involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of their educational programmes. This article focuses on the role of the teacher as pedagogical mentor in virtual exchange and examines the impact of the strategies and techniques that teachers use in their classes to support students’ learning during their online intercultural projects. The article begins with a proposed categorization of pedagogical mentoring reported in the literature to date. It then reports on the outcomes of a virtual exchange project carried out by three classes of initial English teacher education in Israel, Spain, and Sweden that involved two types of pedagogical mentoring. Qualitative content analysis enabled the identification of the impact of mentoring that took place before the exchange and also revealed insights into what students learned when their own online interactions were integrated into class work. The article concludes by discussing the limitations and challenges of different types of pedagogical mentoring in virtual exchange and by outlining a list of recommendations for carrying out pedagogical mentoring in such projects.

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References

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2021Exploring teachers’ professional development through participation in virtual exchange 2021Virtual Exchange to Develop Cultural, Language, and Digital Competencies 2021Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education 2021Teaching English in multilingual Israel: Who teaches whom and how. A review of recent research 2014–2020 2023

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