Issues of equity and inclusion in Virtual Exchange

Author:

O'Dowd RobertORCID

Abstract

Abstract The increasing recognition of the limitations of physical mobility programs has led Foreign Language departments to consider online approaches such as Virtual Exchange (VE) and Blended Mobility as alternatives in international education. These online approaches have the potential to promote inclusion and diversity by providing opportunities for student cohorts who are unable to participate in traditional mobility programs. However, there are still challenges and barriers that need to be addressed, related to foreign language competence, digitalization, and structural gaps in educational systems. In this paper, I review the arguments and the evidence for and against the belief that VE can be a force for greater inclusion in international learning, before going on to explore the issue of equity of engagement in VE projects.

Funder

Erasmus+

Publisher

Cambridge University Press (CUP)

Subject

Linguistics and Language,Language and Linguistics

Reference30 articles.

1. European Commission. (2021). Erasmus+ Programme guide 2021-2027. https://erasmus-plus.ec.europa.eu/programme-guide/erasmusplus-programme-guide

2. Stevens Initiative. (2023). VE impact and learning report 2023. https://www.stevensinitiative.org/resource/2023-virtual-exchange-impact-and-learning-report/

3. Bali, M. , & Meier, B. (2014). An affinity for asynchronous learning. https://hybridpedagogy.org/affinity-asynchronous-learning/

4. Language Learning and Study Abroad

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