Although virtual exchange, or telecollaboration, is recognised as an effective language learning approach, little is known about in-service teachers’ perspectives on its implementation in primary and lower secondary school settings. Supporting language teachers in conducting virtual exchanges with young students requires an understanding of both immediate classroom dynamics and broader educational contexts. This one-year qualitative case study explores how two Year 5/6 language teachers in Australia and Germany navigated a virtual exchange project for the first time, interpreting their experiences and agency in relation to ecological dynamics. Data sources included pre- and post-project teacher interviews, lesson planning meetings, online communication, classroom observations, and ethnographic field notes in both settings. Themes constructed via thematic analysis provide insights into language teacher agency when viewed through the lens of Bronfenbrenner’s ecological systems theory, illustrating how agency was situated across interconnected systemic levels. The analysis illuminates key interdependent dynamics within these systems, such as multilingualism, national digital governance frameworks, platform administration, and parent communication. The insights may inform professional learning for in-service teachers, enhance understanding of language teacher agency, and prompt stakeholders to adopt a more comprehensive perspective on initiating, implementing, and sustaining international partnerships in school-based language education with children. • Explores language teacher agency in virtual exchange using Bronfenbrenner's theory. • Themes illustrate how primary teachers navigated systemic challenges in VE. • Study shows opportunities for professional growth and reflective practices in VE. • Holistic perspective offers a unique view of VE and language teacher agency. • Study highlights how ecological factors shape primary teachers' agency in VE.
Weiss et al. (Fri,) studied this question.