Research Focus: International Virtual Language Exchanges

My research explores teletandem and virtual language exchanges as tools for enhancing linguistic proficiency, cross-cultural communication, and global collaboration in second language acquisition. My work evolved from my 2012 dissertation, a transnational cross-site study of a teletandem exchange between displaced student groups in the U.S. and Brazil, co-led by my mentor Dr. João Telles, co-founder of Teletandem Brasil: Foreign Languages for All.

Since then, I have developed, coordinated, and analyzed hundreds of online exchanges with EFL instructors in Brazil, Colombia, Mexico, and Spain, refining methodologies to optimize language immersion and student engagement. I have also supported instructors of less commonly taught languages (LCTL) in customizing virtual exchanges that overcome logistical and pedagogical challenges, including time zone differences and curriculum misalignment.

UAEH-VCU Research Partnership (2015–2020): Standardizing Best Practices

In 2015, I launched a five-year research collaboration with faculty at Universidad Autónoma del Estado de Hidalgo (UAEH) in Mexico to explore best practices for teletandem design, implementation, and effectiveness. This action research project used phenomenology and ethnography to analyze student experiences, refine pedagogical models, and address recurring technical and instructional challenges.

Key Findings & Contributions

• Developed six distinct teletandem programs for Spanish learners at all levels, including nursing, medical Spanish, and translation studies.
• Established a collaborative workflow between UAEH and VCU, ensuring streamlined communication, shared instructional resources, and real-time troubleshooting.
• Identified significant pedagogical differences between student-initiated vs. instructor-led sessions and explored the impact of each on language proficiency and intercultural competence.
• Presented best practices at national conferences (ACTFL, IALLT) and co-authored two book chapters on teletandem implementation.
• Published findings in the Moscow University Bulletin on Linguistics and Intercultural Communication.

Our research showed that virtual language exchanges require structured pedagogical planning rather than a one-size-fits-all model. The success of teletandem depends on clear instructional goals, effective pairing strategies, and sustained faculty collaboration.

Impact on Language Pedagogy & Future Research

My work continues to inform the integration of virtual language exchanges into higher education curricula. Current recommendations favor a hybrid approach, balancing structured instructor-led sessions with independent student exchanges to maximize engagement, accessibility, and learning outcomes.

Moving forward, my research aims to expand interdisciplinary applications of teletandem, particularly in career-focused language instruction (e.g., medical interpreting, legal translation, and business Spanish). By bridging language learning with professional fields, virtual exchanges can enhance student employability, global citizenship, and real-world communication skills.