# data[].attributes.headline
Development of classroom interactional competence (CIC)

# data[].attributes.subject
Development of classroom interactional competence (CIC)

# data[].attributes.body
Moorhouse, Li and Walsh (2021) identified three further areas of expertise required for successful online teaching: technological competencies, online environment management competencies, and online teacher interactional competencies

# data[].attributes.headline
Live session (Session 2): Sample PowerPoint slide

# data[].attributes.subject
Live session (Session 2): Sample PowerPoint slide

# data[].attributes.body
Aula is Coventry University's institutional teaching and learning platform to support students’ engagement in classes.

# data[].attributes.body
The research involved multiple data sources to create a highly detailed account of action research (Burns, 2010; McNiff & Whitehead, 2010; Farrell, 2015).

Identify a concern and develop a plan

Implement the plan

Observe and think of possible alternatives

Modify practice in view of received feedback and insights

Start a new cycle

# data[].attributes.body
The Virtual Exchange learning experience would appear to have provided a fertile online Third Space for decolonizing language ideologies and beliefs in ELT

It facilitated reflections on challenging beliefs about the 'canon' and language standards through global perspectives

The discussions in the BoRs appeared to have a transformational impact participants' beliefs

The intercultural dimension of ELT was brought to the fore in the VE and helped participants to reflect on ideologies and beliefs and the way they are shaped by cultural and social perceptions both locally and globally

However, some participants could not 'let go' of their beliefs on the superiority of the native speaker as English language teacher and of the 'Queen's English' as the standard to adhere to

Development of participants’ speaking skills and their confidence in communicating in English with other English L2 speakers

Exposure to different varieties of English and accents

# data[].attributes.headline
4.1. Word cloud feedback from the last session of the VETSDELT project

# data[].attributes.subject
4.1. Word cloud feedback from the last session of the VETSDELT project

# data[].attributes.body
NB: 'Flipped' element - participants had to read a relevant academic journal before each session in preparation for the breakout room seminar/workshop - article available in the AULA Learning management System Area

# data[].attributes.headline
4 live synchronous workshops on Zoom (60 minutes each)

# data[].attributes.subject
4 live synchronous workshops on Zoom (60 minutes each)

# data[].attributes.headline
Four different Higher Education contexts:

# data[].attributes.subject
Four different Higher Education contexts:

# data[].attributes.body
11 MA ELT students, two MA ELT staff + a researcher/trainer from Coventry University (CovUni), UK

4 doctoral/master ELT students and e-mediators in BoRs from Universidade Federal do Espírito Santo (UFES), Brazil

8 BA TESOL students and one BA TESOL e-mediator from the National Institute of Business Management (NIBM), Sri Lanka

16 BA Primary Education and 3 MA in Secondary Education students, and 1 ELT staff from La Florida Universitària (FU), Spain

# data[].attributes.body
November and December 2022 - First Action Research Cycle

# data[].attributes.body
Virtual Exchange is a postmodern approach to second language teacher education that fits well with Kumaravadivelu’s (2012) post-method principles of particularity (situational understanding of the teaching context), practicality (autonomous approach to theory and practice with teachers as agents of their own theorization from their own practice) and possibility (awareness of the socio-cultural factors affecting teachers’ circumstances and their ability to be/become agents of change). Virtual Exchange is also a fertile and decolonised Third Space (Bhabha & Rutherford, 2006), a transformative - and often challenging - experience in second language teacher education, that can help all participants with acquiring new competences and rethink their beliefs and worldview through a lens that is both local and global (Fuchs & Orsini-Jones, 2022; Orsini-Jones 2023*)

Native-speakerism is a pervasive ideology within ELT, characterized by the belief that ‘native-speaker’ teachers represent a ‘Western culture’ from which spring the ideals both of the English language and of English language teaching methodology (Holliday, 2005)

Third Space: a fertile ground for intercultural and decolonised encounters in Higher Education (Bhabha, 2006)

Breakout room: BoR

*Orsini-Jones, M. (forthcoming 2023) Defining VE for ELT TBC.

# data[].attributes.body
To investigate the potential of Virtual Exchange (VE)/Collaborative Online International Learning (COIL) for stimulating a critical discussion on how to decolonise English Language Teaching (ELT), focusing mainly on the native-speakerism ideology (in the context of English teacher education at university)

# data[].attributes.body
This VE/COIL project aimed to provide students in English language teacher education (some pre- and some in-service) and English language teachers and trainers with the opportunity to re-examine and reflect on their existing belief systems about English and ELT. VEDSELT aimed in particular at deconstructing the ‘native-speakerism’ ideology (Holliday, 2006) through a dialogic intercultural exchange.