Scholarlink

We report on the perspectives of student teachers of French at the University of Hamburg on a digital collaboration project with students at an Australian university in 2021. Employing a biographical approach, consisting of the sharing and discussing of language biographies and (where relevant) migration histories, and a participatory approach to multilingualism through linguistic landscaping in the city, the aim was for participants to reflect on individual plurilingualism and societal multilingualism to understand, value and exploit multilingualism as a classroom resource. Via exchange between the two city settings of Hamburg and Sydney, participating students were to develop their intercultural skills, and learn to implement differentiated classroom strategies to respond to the linguistic and cultural profiles of their future pupils. Against the backdrop of these teacher professional-development goals and intentions, we present findings from five in-depth interviews conducted with students. Their reactions to the international digital exchange are described and discussed around five thematic areas: project tasks; digital organization; interaction; teacher professional development; and suggestions for future international digital collaboration.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

“I Found Our Shared Multiculturalism Interesting … but I Wish I Could Have Engaged More in English”. Student Teacher Perspectives on International Digital Collaboration: Intentions and Outcomes

  • 章节

  • 发表日期：

    2026年

查看全文
  • Sarah McMonagle,
  • Sílvia Melo-Pfeifer

摘要

We report on the perspectives of student teachers of French at the University of Hamburg on a digital collaboration project with students at an Australian university in 2021. Employing a biographical approach, consisting of the sharing and discussing of language biographies and (where relevant) migration histories, and a participatory approach to multilingualism through linguistic landscaping in the city, the aim was for participants to reflect on individual plurilingualism and societal multilingualism to understand, value and exploit multilingualism as a classroom resource. Via exchange between the two city settings of Hamburg and Sydney, participating students were to develop their intercultural skills, and learn to implement differentiated classroom strategies to respond to the linguistic and cultural profiles of their future pupils. Against the backdrop of these teacher professional-development goals and intentions, we present findings from five in-depth interviews conducted with students. Their reactions to the international digital exchange are described and discussed around five thematic areas: project tasks; digital organization; interaction; teacher professional development; and suggestions for future international digital collaboration.