[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594081-105":59,"doc-detail-594081-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","fostering-foreign-language-student-teachers-glocal-competence-through-telecollaboration","Fostering Foreign Language Student Teachers’ Glocal Competence Through Telecollaboration","","Global interconnectedness underpins the need for foreign language learners to develop competences for intercultural interaction in both local and global—glocal—contexts. This study conceptualises glocal competence for Jamaican foreign language teaching professionals via content analysis of three competence frameworks: PISA and models by Byram and Deardorff. It also reports Phases 1–2 of ClerKing, a Franco-Jamaican telecollaborative project. Qualitative analysis identifies glocal competence parameters, showing student teachers developed negotiation, adaptive and collaborative skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fostering-foreign-language-student-teachers-glocal-competence-through-telecollaboration/594081/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fostering-foreign-language-student-teachers-glocal-competence-through-telecollaboration/594081.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding foreign language learners?","Question",{"text":112,"@type":113},"It focuses on how foreign language learners can develop competences for intercultural interaction in both local and global—glocal—contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is glocal competence conceptualised in the paper?",{"text":117,"@type":113},"It is conceptualised through content analysis of three competence frameworks, including PISA and intercultural competence models by Byram and Deardorff.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the project ClerKing show about student teacher development?",{"text":121,"@type":113},"Preliminary findings indicate that student teachers developed negotiation, adaptive, and collaborative skills during their professionalisation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594081,1792166393,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| | \u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal of Applied Linguistics, 5(3), 1–21 (2022) [https://doi.org/10.29140/ajal.v5n3.53si4](https://doi.org/10.29140/ajal.v5n3.53si4) |  |  |\n| Fostering Foreign Language Student Teachers’ Glocal Competence Through Telecollaboration |  | |\n| ONEIL N MADDEN\u003Cbr>Clermont Auvergne University, France [oneil.madden@uca.fr](oneil.madden@uca.fr) |  |  |\n| Abstract\u003Cbr>The interconnectivity of peoples worldwide is sufficient rationale for foreign language learners to develop the relevant competences for intercultural interactions in both local and global—glocal contexts. This study presents a conceptualisation ofglocal competence for Jamaican foreign language teaching professionals from a content analysis of three relevant competence frameworks (PISA, and Byram’s and Deardorff’s ICC models) . It further reports on Phases 1 and 2 of ClerKing, a FrancoJamaican telecollaborative project between Applied Foreign Languages (AFL) students of English from Clermont Auvergne University (UCA), France, and Modern Languages student teachers of French/ Spanish from Shortwood Teachers’ College (STC), Jamaica. Through qualitative content analysis, parameters of glocal competences were identified and examined against the different frameworks. Preliminary findings show that student teachers developed negotiation, adaptive, and collaborative skills in their professionalization process. However, local values impeded understanding of and appreciation for alternate worldviews on certain topics discussed.\u003Cbr>Keywords: glocal competence, telecollaboration, student teacher, ClerKing, professionalization |  |  |\n| Introduction\u003Cbr>The interconnectedness of people from diverse linguistic and cultural backgrounds has never been greater. The rapid advances in technology and the accelerated pace of cultural, social, economic, and“edu-touristic” (education tourism) globalisation have increased both physical and virtual human mobility globally. Education leaders have called for students to develop global competence for our interconnected world (Rizvi & Lingard, 2009; OECD & Asia Society, 2018) . Consequently, it has |  |  |\n\nCopyright: © 2022 Oneil Madden. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \nbecome incumbent on higher education institutions to adapt their study programs to prepare and provide their twenty-first-century graduates with the necessary skills to function both in local and global—glocal contexts as part of their professionalization (i.e., all the activities aiming to turn a student into a professional) . As supported by United Nations Educational, Scientific, and Cultural Organisation (UNESCO, 2015), higher education in the 21st century should be centred on sustainable development and global citizenship to ensure that learners acquire and cultivate the requisite knowledge and skills to effectively engage in global communities. Boix Mansilla and Jackson (2011) endorse the idea that developing a global and intercultural outlook is a lifelong process that education can contribute to shaping. There is no single point at which an individual becomes completely globally competent. Kerkhoff (2017) asserts that to be globally competent, students need global citizenship dispositionsand the multiple literacies necessary for participation in a digital, global world. It is noteworthy that competence is not merely a specific skill but a combination of knowledge, skills, attitudes, and values successfully applied to both face-to-face and virtual or mediated encounters with people ","cbCainJ3UWs6caZc","https://ap.wps.com/l/cbCainJ3UWs6caZc","pdf",724517,21,"English","# Introduction\n## Conceptual framing of glocal competence\n## Telecollaboration and teacher education","[{\"question\":\"What does the study focus on regarding foreign language learners?\",\"answer\":\"It focuses on how foreign language learners can develop competences for intercultural interaction in both local and global—glocal—contexts.\"},{\"question\":\"How is glocal competence conceptualised in the paper?\",\"answer\":\"It is conceptualised through content analysis of three competence frameworks, including PISA and intercultural competence models by Byram and Deardorff.\"},{\"question\":\"What did the project ClerKing show about student teacher development?\",\"answer\":\"Preliminary findings indicate that student teachers developed negotiation, adaptive, and collaborative skills during their professionalisation.\"}]","Fostering Foreign Language Student Teachers’ Glocal Competence Through Telecollaboration | PDF",1792078497,53]