This volume moves beyond assumptions that virtual intercultural exchange is inherently transformative to examine what actually happens when students, teachers, technologies, institutions, and communities interact across cultural and geographical boundaries.
Drawing on diverse projects in universities and schools across Asia and Europe, the chapters explore how virtual collaboration can foster intercultural competence, global citizenship, empathy, agency, creativity, and transversal skills, while also drawing attention to possible limitations arising from the conditions under which the projects are designed and implemented. Collectively, the studies show that intercultural learning in virtual exchanges depends on task design which includes sustained reflection, sustained critical reflection on differences, and an examination of power and identity. This volume showcases grounded, critical, and deeply human accounts of virtual intercultural learning in practice.
A valuable resource for researchers and educational practitioners working in the field of TESOL and intercultural communication.