Virtual exchange (VE) is an experiential instructional approach to promote intercultural learning, language study, and digital literacies (e.g., Belz, 2003; O'Dowd, 2018). VE is based on reflection and reciprocity, two principles which also form the cornerstones of service-learning (Jacoby, 1996). Palpacuer Lee and colleagues (2018) call for emphasizing collaborative participation to help shape public discourse about language and multilingualism.
This presentation draws on findings from an inter-generational service-learning VE between undergraduate intermediate German learners at a private research institution on the East Coast and elder partners in Germany via Zoom or WhatsApp. The study takes as its premise that "[reciprocity creates] a sense of mutual responsibility and respect between individuals in the service-learning exchange" (Kendall, 1990, p.9). In service-learning, participants must consider the historical and sociological issues behind their service, and reflection should be based on this among other things.
This exploratory case study situates itself within a sociocultural framework for telecollaboration studies (Dooly & O'Dowd, 2012). It shares characteristics of ethnography such as an emic perspective because both authors were participant-observers. Author 1 was the service-learning project coordinator and one of the instructors. Author 2 was a German student in the study. Data collection included needs analyses, Service-Learning pre- and post-questionnaires, target-language interview questions for the elders (draft/final), target-language discussion forum reflections (and revisions) and responses to peers, and final Service-Learning reflections in English. The descriptive quantitative data were generated by Google Forms and Qualtrics, and the qualitative data were coded by the authors using Nvivo 12. After a first round of open coding (Flick, 2009), the second round focused on indicators for intergenerational challenges. Data analysis focused on participants' awareness and development and was supported by information from needs analyses and from participant-observers' notes. Preliminary findings suggest that students hoped to gain intercultural competency, inclusivity/inclusive action, communication, self-awareness, and interpersonal skills. Additionally, students had positive interactions with elders and found ways to connect beyond intergenerational differences.
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Kendall, J.C. (1990). Combining service and learning: An introduction. In J. Kendall (Ed.), Combining service and and learning: A resource book for community and public service. Raleigh, NC: National Society for Experiential Education.
O'Dowd, R. (2018). From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1–23. https://doi.org/10.14705/rpnet.2018.jve.1
Palpacuer Lee, C., Curtis, J. H., & Curran, M. E. (2018). Stories of engagement: Pre-service language teachers negotiate intercultural citizenship in a community-based English language program. Language Teaching Research. https://doi.org/10.1177/1362168817718578
