2022 Volume 27 Pages 21-30
Intercultural collaborative learning is defined as the deepening of mutual understanding between learners with different linguistic and cultural backgrounds through "meaningful interaction"(Suematsu, 2019). Higher education institutes promote intercultural collaborative learning to develop global human resources. This study focused on intercultural collaborative learning lessons where international teaching fellow (TF) facilitated English group discussions and taught English academic writing. In the study, we conducted an ethnographical observation of TF's supported classes for two academic years, including online lessons. We analyzed observation data, one interview and one student questionnaire, and reflection upon the teacher and TF. Our results showed the following: 1) The international TF could take a critical perspective on both student and teacher's teaching styles and contribute to improving the lessons. 2) TF work could be an invaluable experience for graduate students who want to take academic positions. 3) The educational support of TF was not as effective in online classes as in face-to-face classes. Additionally, the study showed that the position and role of TF need to be more carefully communicated to students in online classes.
