9. Interinstitutional and Transnational Language Teacher Professional Development: Teachers’ Critical Reflections and Future Directions
Advancing Critical CALL across Institutions and Borders - Reimagining Possibilities for Languages, Literacies, and Cultures - Emma Britton
An Sakach [+]
Arizona State University
Trang Phan [+]
Ca' Foscari University of Venice
Description
This chapter explores a collaborative professional development (PD) model for language teachers, incorporating interinstitutional and transnational exchange components facilitated by information and communication technologies. Specifically, it examines language teachers’ reflections on their participation in collaborative PD projects initiated by the Southeast Asian Language Council (SEALC). These projects focused on reading assessment design and reading materials development, involving educators from the United States and Southeast Asian or European countries. Drawing on research emphasizing the importance of collaborative PD, the study underscores the benefits of collective participation and collaboration among educators across institutions and borders. The research utilizes observation notes, surveys, and semi-structured interviews to demonstrate that telecommunication tools including videoconferencing platforms (Zoom), text messaging apps (Whatsapp, etc.), and shared clouds (Google Suite) played a crucial role in facilitating collaboration and communication among geographically dispersed participants. Despite numerous advantages, challenges such as time zone differences, limited internet connectivity, and digital literacy disparities were encountered. The findings underscore the importance of ongoing refinement and adaptation of telecommunication-based PD models to address these challenges effectively. Ultimately, collaborative PD initiatives like those facilitated by SEALC have the potential to not only enhance teachers’ instructional practices but also cultivate global partnerships and mutual support across languages.