Possibilities of virtual exchange for Internationalization at Home: Insights from the Global South

Kyria Finardi, Asuman Aşık
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Abstract

The paper discusses the potential of virtual exchange (VE) to promote the development of Internationalization at Home (IaH) approaches. With that aim, the GAZUFES VE project was undertaken in the COVID-19/post-pandemic scenario between two universities in the Global South: one in Brazil and another one in Turkey. The theoretical framework informing the research is that of VE as a strategy to internationalize higher education and English teacher education. The methodology employed is qualitative, using content analysis to analyze data collected through reflection reports, interviews, journals, and observations produced by the project informants: preservice English teachers, researchers, teacher trainers and international relations office (IRO) staff in the two institutions involved in the GAZUFES project. Results of the analysis suggest that the GAZUFES project made a significant contribution to English Language Teaching (ELT) education and IaH in the contexts researched, not least by raising the awareness at the IRO offices and the two institutions about the potential of VE for IaH approaches. The implementation of the GAZUFES project was a teacher-led innovation in the two institutions involved and more work is required to institutionalize VE projects beyond individual teachers’ efforts. Results are discussed in terms of the challenges and benefits of VE for ELT education in general and IaH in particular through the inclusion of voices and perspectives of different agents in the two institutions (student teachers, researchers, teacher trainers and IRO staff) involved in the GAZUFES project.
虚拟交流促进国内国际化的可能性:来自全球南部的启示
本文讨论了虚拟交流(VE)在促进国内国际化(IaH)方法发展方面的潜力。为此,在 COVID-19/post-pandemic 情景下,在全球南部的两所大学(一所在巴西,另一所在土耳其)之间开展了 GAZUFES VE 项目。研究的理论框架是将 VE 作为高等教育和英语师范教育国际化的战略。研究采用定性方法,通过内容分析来分析从反思报告、访谈、日志和项目信息提供者(参与 GAZUFES 项目的两所院校的职前英语教师、研究人员、教师培训人员和国际关系办公室(IRO)工作人员)那里收集到的数据。分析结果表明,GAZUFES 项目对英语语言教学(ELT)教育和所研究环境中的 IaH 做出了重大贡献,尤其是提高了国际关系办公室和两所院校对 VE 在 IaH 方法中的潜力的认识。GAZUFES 项目的实施是两所参与机构中由教师主导的创新,除了教师个人的努力外,还需 要做更多的工作,使 VE 项目制度化。通过纳入两所院校参与 GAZUFES 项目的不同人员(学生教师、研究人员、教师培训人员和国际语言学组织工作人员)的声音和观点,讨论了虚拟教育对英语语言教学教育,特别是对综合语言学教育的挑战和益处。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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