COIL as a Dialogic Third Space: Preparing Interculturally Competent and Critically Reflective Language Educators

• In Event: Criticality, Dialogism, and Advocacy in Online Teacher Education: Exploring Avenues and Intersections Toward Equitable Futures

Abstract

This study investigated how Collaborative Online International Learning (COIL) can cultivate intercultural competence, critical reflection, and advocacy in language teacher education across U.S. and Chinese contexts. Using dialogic space and third space theories within a Critical and Dialogic Education framework, researchers conducted thematic analysis across two COIL-embedded courses. Data were collected from 108 teacher candidates across two institutions, including surveys, reflections, and journals. Findings demonstrate that candidates developed increased empathy, cultural humility, and broadened global outlook while acknowledging linguistic privilege and sociolinguistic inequities. This work illustrates how virtual exchange can foster transformative learning rooted in equity and justice, advancing understanding of preparing educators for linguistically diverse learners.

Authors

• Yue Bian, University of Washington - Bothell

• Ruiling Feng, Tianjin Normal University

• Guofang Li, University of British Columbia