Presentation Fostering Intercultural Learning Through COIL more

Collaborative Online International Learning (COIL) has emerged as a sustainable alternative for developing global and linguistic competencies (Rubin, 2017), particularly in higher education contexts to promote intercultural competencies. This presentation outlines the design and implementation of a small-scale COIL program linking a fourth-year seminar class at a women’s university in Japan with TESOL practicum students at a university in the United States. Informed by translanguaging pedagogy (García & Kleyn, 2016), the initiative positioned participants within a collaborative learning community focused on shared inquiry into sociocultural issues through bilingual, synchronous online interaction. Data from post-program surveys and focus groups (N = 14) were analyzed to examine perceptions of intercultural engagement, language use, and professional development. Findings indicate that Japanese students developed increased intercultural self-awareness, greater confidence in expressing ideas, and enhanced metalinguistic sensitivity. Translanguaging practices reduced communication anxiety and supported deeper cognitive engagement, particularly during comparative discussions aligning with models of intercultural communicative competence (Byram, 1997; Deardorff, 2006). U.S. TESOL students reported professional growth, increased instructional confidence, pedagogical adaptability, and awareness of EFL classroom dynamics. Overall, the presentation demonstrates that small-scale COIL initiatives supported by flexible bilingual practices foster language development, intercultural learning, and teacher preparation beyond physical mobility.