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Describe the language(s) you teach and context of your teaching 

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Describe the language(s) you teach and context of your teaching 

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You will be designing a Virtual Field Experience (VFE). Review one or two examples on our website on the VFE examples page.  Share your thoughts about the potential of VFEs for language learning.

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You will be designing a Virtual Field Experience (VFE). Review one or two examples on our website on the VFE examples page.  Share your thoughts about the potential of VFEs for language learning.

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How might a VFE you design connect to your  language learning curriculum?  

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How might a VFE you design connect to your  language learning curriculum?  

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I used to teach Chinese in a K-12 international school when I was in China.

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1).VFEs contextualize language teaching & learning
2).VFEs engage students in reading, writing, viewing, and communication
3).VFEs opens up different possibilites for making meaning

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I am thinking that VFEs is a good way to engage student in cultural learning. It has potential to enhance students' global understanding and cross-cultural competence, which is part of the curriculum requirements.

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Hello Everyone, I'm Jill & it's great to meet you!

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Hello Everyone, I'm Jill & it's great to meet you!

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I teach literacy, language, and technology at the University of Arizona. I taught Elementary grade learners literacy before teaching in higher education.

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These examples are like taking a trip to another part of the world and exploring the sights, sounds, and language in a new place through immersion.

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All learning is multi-sensory and VFEs can be a great fit for integrating audio, video, and multimedia that learners create themselves to illustrate the connections to the cultures they are learning about.

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A friend has recently sent this photo of mine. I didn't know he had it or that he took it. 

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I teach Turkish at University of Arizona. I also work on designing technology-rich supplemental material development for my department. Beside Turkish, I have teaching experience in writing and ESL in K-12 and university contexts.

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VFEs are great tools to bring Turkey to the classrooms of University of Arizona. They are immersive so my students are engaged in language learning via multiple sensory means: their eyes, their ears, their nose and taste buds, and their hearts.

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VFEs make language learning fun. They provide learners with multiple modes to learn language and explore culture.

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VFEs support learners to build intercultural competencies by understanding different cultures. It allows learners to use multiple modes of communication for meaning making.

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Thanks for sharing your experiences and resources to benefit teachers around the world

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As the language teacher, I have the means and agency to create my VFEs based on the curriculum goals, my students' needs, and the learning outcomes.

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Ciao! I am Ilaria Compagnoni.

I am a PhD student in Language Sciences at Ca' Foscari University of Venice in Italy, and a Fulbright Visiting Student Researcher at the University of Arizona

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I taught Italian and English as a Second Language to undergraduate students at Ca' Foscari University of Venice and at King's College London.

I also facilitated language learning sessions outside of classroom walls, by organising language learning experiences in museums of Venice.

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Hello everyone
I am Khamis Hegazy an English Language teacher from Egypt I work at Dabaa Advanced School for Nuclear Energy Technology

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I am an English Language teacher from Matrouh City Egypt I work at Dabaa Advanced School for Nuclear Energy Technology. Age of my students is between 13 to 18 years.

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I think VFE is a good methods to address learners intellgences, audio vedio, kinethetic etc

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VFEs are great tools to enhance students' mediation skills and cultural immersion.
ThingLink in particular, exposes students to explorative experiences where they can use language as a tool to engage in meaning-making activities as they decode and explore culturally-dense immersive environments.

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VFEs are great multidisciplinary tools that can be used to create an open discurse across multiple subjects that boost cultural understanding and the development of critical skills necessary to unpack multifaceted concepts.

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The language I teach and context of my teaching 

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The language I teach and context of my teaching 

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I teach Chinese language and cultural courses for a dual enrollment program in partnership with a school district. My students are Chinese immersion students taking college Chinese courses when they enter high school.

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Thoughts about the potential of VFEs for language learning

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Thoughts about the potential of VFEs for language learning

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VFEs are great interactive tools for language learning. With such authentic materials such as texts, videos, pictures, etc. embedded, VFEs provide learners a new learning experience and more effective way of learning a language and culture.

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Connection to my  language learning curriculum

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Connection to my  language learning curriculum

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One of the courses I teach is CHIN 2750 Chinese Life and Culture. I hope to incorporate VFES in my curriculum design and instruction for this culture course.

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I teach Mandarin Chinese at a community college in New York City.  I teach heritage speakers of Chinese and Chinese as a foreign language speakers.
Since the pandemic, a great portion of my course delivery has been shifted to online/hybrid mode.

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Actually, the first time I learned about VFE is when I saw the post of the workshop on FB.
I checked out the workshop's webpage and a few VFE examples and was very excited.
VFEs can take earners to places beyond the classroom. The tool integrates visual, audio aids in language learning and may enhance students motivation and provide "more real" virtual experiences of the target language and culture.

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Connection to my language learning curriculum

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Connection to my language learning curriculum

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I am developing OER materials for my elementary Chinese courses and the new curriculum will adopt the task-based approach.
With the integration of VFEs, the learners may practice the language tasks in a more simulated environment and obtain a comprehensive view of the language usages in various contexts.

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I am an English as a Foreign Language (TEFL) teacher from Costa Rica and currently completing a PhD in Second Language Acquisition and Teaching. I am interested in the intersection of second language development, digital literacies teaching and learning, and digital equity.

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I am a high school French teacher in New Jersey and I am fortunate enough to live 10 minutes from the ocean!  I have been teaching for 24 years (elementary school to adults) and I am also certified to teach ELL.

I currently teach Level 1 to Advanced Placement French since I am the only teacher at my high school.

I am also a certified yoga teacher and love sharing mindfulness and movement with my students in French!

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مرحبًا بكم
Welcome everyone

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VFEs provide opportunities to bring concepts, languages and cultures to life. The examples are inspiring. Teachers engage in a process of creativity and collaboration that results in flexible language learning open educational resources that are accessible, and impactful.

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By designing VFEs you have the power of creation at your fingertips. Everything is possible.

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I am a high school teacher. I teach Russian as foreign in Turkey. I also  taught Tatar as a Heritage and Turkic languages at various universities - in Turkey, in Russia, in communities in Belgium. I have been teaching since 1992 (elementary school, colleges, universities). I have Ph.D. in Tatar and Russian Feminism and Gender Studies.

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Фото Алсу 2020 ИЯЛИ

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Whitewater kayaking at the Stonycreek Rendezvous

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Boats and boating--Equipment and supplies

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I teach Spanish in West Virginia at a combined middle-high school to students grades 7-12.  I teach a nine-week introductory course, and then year-long Spanish 1 and 2.  I am the only Spanish teacher at my school, and one of two in the entire county.

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I think VFEs are great interactive tools for language learning. VFSs provide students a new experience and effective useful ways.

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I create new tools and useful book for my students with multicultural skills. I will incorporate VFEs in my curriculum and classrooms.

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VFEs are a great way to visually organize multiple authentic source materials in order to create an immersive, multimedia experience for students. They can also be interdisciplinary, bridging the gap between language classes and geography, biology, history, or even literature classes!

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Because I teach in a low-income rural area, my students do not have the opportunity to encounter other languages, cultures, or ethnicities very often. Many of my students have not been able to travel, either. VFEs will compliment my curriculum by introducing students to different places and cultural traditions within the Hispanic world. I can organize some of my favorite multimedia resources into a VFE to use in my classroom, or I can have students do their own investigations to create a VFE that reflects a topic of their interest.

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Bonjour!

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I'm a faculty and language program coordinator in French at Santa Rosa Junior College in Sonoma County, CA. I taught PreK-12 levels in France and the US before teaching in higher education. Teaching is my passion, and my interests center around multiliteracies pedagogy, slow teaching framework, and curriculum design.

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VFEs allow learners to explore diverse practices of the target language and cultures. They enrich the language experience and engage learners with authentic resources, offering different perspectives and nurturing motivation and agency. I love that all sensories are involved and enhance language learning skills and intercultural competence.

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I'm revisiting the French program and would like to create more materials (OER) that promote langaculture through multimodal, multi-sensory experiences. Thinglink allows us to create texts that foster language skills such as reading, writing, listening, speaking, and viewing. I can see VFEs as a springboard to explore the Francophone world in more authentic ways than in traditional textbooks. In addition, I would like to implement VFEs as final projects where learners could develop their projects around personal interests and the target language and culture.

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Not all of my students are able to travel outside of our town, let alone throughout the state and country and to other countries. I hope to develop VFEs that encourage curiosity and ignite future possibilities and travel.

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My classes are constantly learning about and discussing other francophone countries. VFEs will add an authentic aspect to these activities.

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I am a 7th year HS Spanish language teacher and a decolonizing educator. I strive to create inclusive spaces that reconstruct tradtional educational models. I have a MA in Latin American Studies, specializing in Venezuela, social movements and crime analysis in the region and I have a BA in International Relations, Political Science.

I currently hold a board position in my state langauge organization and work with language teachers nationally through conferences and professional development offerrings. My work has focused on inclusive classroom spaces, inclusive language use, social media for the classroom, visual aids and building classroom community. I have a passion for culture and believe in recreating cultural experiences/lessons to meet the needs of today's generation.

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VFEs are a unique way to bring visuals into the classroom. They allow for student choice and pacing which creates connections for the students. They also create a window to explore unique cultural settings. Additionally, they can be an avenue to emotionally connect students to appreciate cultural studies. Students who are visually exposed to cultures gain an appreciation and emotional bond to seek things further and to respect things that may be different.

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Everyday my students have a cultural component to their activities/lessons. I believe a VFE experience could enhance a specific cultural lesson to go beyond a window but rather create a doorway to step into another world. Today's students connect through technology and harnessing this power is important.

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Bonjour! I am a French teacher at Loudoun Valley High School in Purcellville, Virginia. I have fifteen years of experience teaching every level of French from French 1 through AP French Language and Culture. I created an international partnership between my school and Lycée-Bazin in Charleville-Mézières, France, to engage my students with the French language and culture. Furthermore, I possess multiple educational technology certifications and am a master at integrating technology meaningfully into the world language curriculum. I also provide technology training for the faculty at my school and I present my innovative ideas at professional conferences such as the Foreign Language Association of Virginia (FLAVA), the Southern Conference on Language Teaching (SCOLT), the Northeast Conference on Teaching Foreign Language (NECTFL), the American Association of Teachers of French (AATF), and the American Council on the Teaching of Foreign Languages (ACTFL). I serve as the President of FLAVA, and serve as a member of the SCOLT Board of Directors. I am the 2017 Region IV Virginia Teacher of the Year; the 2017 FLAVA David Cox World Language Teacher of the Year; the 2018 SCOLT World Language Teacher of the Year and 2019 ACTFL Language Teacher of the Year finalist.

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As a world language teacher, I am always looking for ways to immerse my students in both the French language and the culture. Students not only need to develop their skills in the target language, they also need to develop intercultural competence. The VFEs would provide my students with the opportunity to truly experience the language and culture, as well as make cross-curricular connections to their other classes. I would like to be a part of this program because I love the opportunity to integrate technology into my classes and want to create a way to provide my students with more authentic learning experiences based on the culture of the Francophone world and beyond.

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As a world language teacher, I try to infuse the target language culture throughout all of our units of study. I focus on the products, practices and perspectives of Francophone countries and hope that my students will see how these elements are similar or different from their own culture. Areas of the curriculum that I am very passionate about include foods/eating habits, arts and music, holidays/customs/traditions. I am certain that I will be able to make connections to the WELL program with my school district's curriculum and look forward to helping my students discover more ways in which they are citizens of the world.

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I am an Associate Professor teaching ESL for Ukrainian students and PhD students as well as medical terminology for English-medium students at the Kharkiv National Medical University. I have PhD in American literature.

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The VFE would feature a range of immersive medical scenarios, such as visiting a patient in a hospital or conducting a physical examination. These scenarios would be designed to provide opportunities for students to practice their language skills in a realistic and relevant context. The VFE would be accessible online, allowing students to participate from anywhere and at any time. This would provide students with the flexibility and convenience to fit language learning into their busy schedules.

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The VFE could be integrated into language classes as a supplement to traditional language learning methods. For example, students could participate in virtual medical scenarios as part of their language class, providing an opportunity to practice their language skills in a relevant context. The VFE could also be used as a basis for language-related  projects

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VFE is a great way to internationalize the curriculum and make students travel without crossing borders. It is authenitc and moves students out of their comfort zone. VFE can be done in international teams where the students need to communicate in a foreign language, deal with people from different cultural bacgrounds and learn by doing. They may also explore various digital tools, learn what life is like in other geographical locations and collaborate with people they have never met on campus.

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VFE can become part the the course (e.g. a language course) or be an optional stand-alone module. It can bridge the gap between theoretical learning and doing things for real, e.g. learning rules of the grammar and using the language to communicate with people from other cultures. It can also bring students closer to society by making them do some field work (e.g. recording live interviews, presenting scenes of city life) in their neighborhoods.

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I am a Thai Teacher teach Thai as a foreign language from Chiang Mai University, Thailand. Currently I am a graduate student in Language Education, Faculty of Education, Chiang Mai University. I am interested in Language teaching.

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I am in my 12th year of teaching. I teach Spanish levels 3 honors/CCP and 4 honors/CCP to mostly sophomores-seniors. I also run our Spanish club after school.

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Our students have chromebooks but also have access to ipads and headsets for 360 travel activities. But I have not created an activity for this and I would love the opportunity to use this technology to help students better understand the Spanish-speaking world and to experience their culture in a unique way. I think this is a great opportunity to learn about VFEs and incorporate it into my curriculum.

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Our school's Spanish curriculum is aligned to standards which includes intercultural communication. Having an interactive experience to learn about culture will be invaluable to our students.

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I am grateful and humbled to connect with so many language experts who strive to improve the language learning experience!  In my current role as World Language Specialist, I support World Language learning by collaborating with World Language teachers and administrators division wide in a public school setting.  In my leadership role I build teacher capacity by promoting student and teacher opportunities.  In addition, I facilitate the evaluation and distribution of resources and professional development that support the districtwide curriculum.  I am excited to participate in the Worlds of Experience for Language Learning project!

In my 21 years of education I have taught English as a second language, French as a second language, and Spanish as a first and second language.  I believe in the power of learning through literacy and it is one of the WELL project goals! I am looking forward to exploring the VFEs!

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Teaching middle school Mandarin, DLI Science in Mandarin, and Multi-cultural explotory.

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Teaching middle school Mandarin, DLI Science in Mandarin, and Multi-cultural explotory. 

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Teaching middle school Mandarin, DLI Science in Mandarin, and Multi-cultural explotory. 

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Hello,
I'm a Spanish Teacher in Tucson, Arizona. I started teaching Spanish in 2017. Currently, I teach Spanish 1-2 in a high school.
I hope that implementing VFEs in my classes, students may have another perspective of our Spanish culture in other countries where Spanish is the official language without leaving their city. In this way they can learn about places, folklore, music and hopefully speaking variances of the same Spanish language.

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Xin chào! I am Thúy Anh (Twe Ann). I am teaching Vietnamese at University of Michigan. I taught Vietnamese to K-12 students at UNIS (1997-1999) in Hanoi, Vietnam. I love PBL and my college students at UoM are doing projects on Cities and Universities as well as other outreach projects to the Vietnamese speaking community. I really look forward to being part of WELL to learn and share because I believe "sharing is caring". I especially love "WELL" (I learned that I+ll looks like Ill but We+ll means WELL) (^.^)

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I taught Arabic as a heritage language in a community-based setting in the US. I also taught an introductory linguistics course and instruction and assessment with emergent bilinguals in the teacher preparation program at the University of Arizona.