Resumen. This qualitative case study explored the experiences of 19 graduate-level English language teachers in training as they engaged in telecollaborative lesson planning and team teaching with a multiliteracies focus. The study used repository data from five groups, primarily written selfreflections, collected during the semester of the collaboration between a large public southeastern US university and a public southwestern Spanish university’s teacher-training programs. Thematic analysis was used to analyze the data. Findings revealed that the experiences included forming the group dynamic—coming together or staying separate; navigating internal and external challenges; and reflecting in retrospect on learning from challenge and valuing intercultural exchange. The findings have implications for teacher trainers interested in a telecollaboration with a relatively compressed timeline between participating institutions. While the groups oriented largely toward similarities as they focused on their primary team-teaching goal, the experience shared by participants in this case study includes evidence of opportunities to practice mediation and emotional intelligence while navigating challenges within the exchange. These takeaways of the student-teacher experience while applying multiliteracies toward lesson design and implementation are valuable outcomes of experiential learning for language teacher training.
Cómo citar. Torres, C., Fernández Corbacho, A., y Toscano Fuentes, C. (2026) Applying Multiliteracies: Student-Teacher Reflections on a Telecollaborative Experiential Learning Project. TESL Canada Journal, 43(1), 71–91. https://doi.org/10.18806/tesl.v43i1/1446
