Leveraging Diversity and Inclusion in Globalized Classrooms
Edited By Ching-Ching Lin and M. Cristina Zaccarini
Over the past few decades, there have been growing concerns about ways in which diversity and internationalization converge and diverge with one another across different types of educational institutions. This edited volume is one of the first books to investigate meaningful ways of integrating compe-ting goals between internationalization and diversification within the social fabric of campus life and beyond. Each chapter is a call to action that aims to leverage diversity for broader collaboration in higher education institutions in the U.S. and other sociocultural contexts, while providing insights into best practices in navigating diversity through strategic action plans. Each author challenges issues relating to the diversity efforts of internationalization across disciplinary, cultural and national boundaries as well as strategies to strengthen the campus communities’ commitment to diversity and inclusion.
In addition to its theoretical depth, as well as its cultural and disciplinary breadth, this book addresses issues relevant to many different stakeholders, and hence, potential readers in diverse and international settings. This book is of particular importance to those associated with globally mobile popula-tions, which include but are not limited to, academic faculty, higher education professionals as well as those in administrative positions and policy makers who wish to develop a critical perspective on the current practices on inter-nationalization to further their international efforts.
4. Virtual Exchange Task Design for a Globalized Classroom (Chesla Ann Lenkaitis)
Chesla Ann Lenkaitis
Integrating cross-cultural interaction to facilitate collaboration and encourage diversity into the classrooms is needed in the second language (L2) classroom. Not only does virtual exchange1 prepare students with the skills needed for our globalized world (Partnership for 21st Century Skills, 2011), but it also allows learners to discuss coursework with similar learners as well as to deepen their understanding of language and culture (Belz, 2003; Helm & Guth, 2010). Virtual exchange, where learners in geographically different locations are partnered with one another through the use of technology (Dooly, 2017), is one way to accomplish this intercommunication.
Through computer-mediated communication (CMC), intercultural skills can develop so that one can communicate and exchange ideas (Rubin & Guth, 2015). In synchronous communication, learners communicate in real time while asynchronous communication is complete in non-real time (Bernard et al., 2004). Due to the results concerning the effectiveness of virtual exchange (Branon & Essex, 2001), it appears that synchronous and asynchronous have unique advantages and disadvantages. Regardless of the type(s) of technology chosen, a task-based language teaching (TBLT) framework (González-Lloret & Ortega, 2014) has traditionally been used for a virtual exchange. In this framework, the task is the central unit to L2 learning (Dooly, 2017).
As today’s classroom is a much more globalized one, it is important to expand classroom walls through virtual exchanges. This chapter will not only account the types of technology available for a virtual exchange, but will also...
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