Online intercultural exchange in language teacher education: interactional resources for topic transition

Abstract

Topic management is under-explored in language learning, teaching and testing settings. It may pose particular challenges in online intercultural exchanges (OIE) or virtual exchange (VE) because of differences in frames of time, space and culture. We investigate how language teacher trainees manage topic transitions in an OIE via videoconferencing where they design and test their own tasks. Using multimodal conversation analysis, we explore parallel cases of 30-minute exchanges by two trainee teachers with the same interlocutor (expert speaker of English). Findings indicate three essential features of a successful topic transition: timing of transition (mutual agreement on timing), signalling the transition (via verbal, nonverbal and material resources) and formulating work-thus-far, work-at-hand, and work-to-come. Trainee teachers employ multiple interactional resources including the task sheet as a transition-relevant object. We note differences in teacher trainees' approach to time and task accomplishment, and how this enables or restricts intercultural dialogue. Results contribute to our understanding of topic management and VE interactional competence (VE-IC), and provide practical guidance for VE participants on how to manage topic transitions. The study also has implications for expert speakers'/teachers' skills in leading instructional conversations in language learning settings.