Integration of Telecollaboration in the Language Teacher Education Curriculum:Critical Insights from Teacher Educators from Turkey, Brazil and the UK

This chapter discusses how the Covid 19 pandemic has normalized online and remote learning, and opened dynamic and interactive ways to integrate telecollaboration in English Language Teaching (ELT) curricula and practice in Higher Education. It proposes that the integration of telecollaboration in ELT is also giving the opportunity to explore how to decolonise this field. The positive impact of telecollaboration for pre-service and in-service language teacher education has already been documented, this chapter aims to provide case studies involving Global South and Global North contexts. It illustrates different models of integration of telecollaboration in the ELT curricula at both undergraduate and postgraduate level in Türkiye, Brazil, and the UK. The analysis addresses modes of integration, tasks and technologies, challenges and solutions, the effect of contextual factors, the pedagogical mentoring issues encountered, educators’ motivation and the varying levels of institutional support. The chapter concludes by reporting on the lessons learnt.