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When collaborating remotely and cross-culturally, negotiating control, navigating ambiguities in context, and recognizing one’s own cultural influences require immense amounts of self-awareness when positioning oneself within a project. This is of particular relevance to the field of TESOL as the ever-expanding realm of English language education brings with it an increasing number of partnerships between organizations and individuals from a diverse range of countries and contexts. In this study, two US-based TESOL graduate students, from Senegal and the United States, collaborated on a lesson plan to be implemented by an American university EFL teacher stationed in Timor-Leste. Through the process, the importance of fostering equity amongst Western and non-Western teaching philosophies and traditions, as well as grounding all decisions in a relevant cultural context, became imperative. Complicating measures, however, were resolved by accommodating diverse perspectives, building flexibility into lesson delivery, and trusting the intuitions of the teacher implementing the lesson.

Collaborative teaching reflection: insights into a globalized partnership