Featured Virtual Educator Kimberly Gardner Gets Students and Professors Speaking English in Turkiye

From my experience, the best cultural exchange happens not during formal lessons but through sharing daily life.

Kimberly Gardner’s journey into the world of virtual education began with her interest in combining English language instruction with meaningful cultural exchange. With over a decade of experience working with language learners in various fields, including adult education, English as a Foreign Language, and higher education, Gardner’s focus on digital literacy and creating interactive learning experiences made her an excellent fit for the Virtual English Language Educator Program. Her project with a medicine and health education university in Ankara, Turkiye, allowed her to extend her reach beyond traditional classrooms, and connect purposefully with students from around the globe.

Building Confidence through Language Clubs

Gardner’s project at Lokman Hekim University’s medical school involved creating and leading English speaking clubs for both students and professors with a focus on everyday English. Each conversation club class met weekly for one hour. Lesson themes and discussion topics were informed by needs assessment surveys that were completed by learners at the beginning of the project. The success of the clubs was particularly evident to all involved during the end-of-semester awards ceremonies, where students proudly presented their projects and received special recognitions. Gardner’s use of a variety of EdTech tools throughout the series of meetings enhanced the learning experience and provided motivation for learners to practice consistently. 

Embracing Cultural Exchange

Where else in the world could we learn about how healthcare works in five different cultures at once?

Building on the confidence and skills developed in the language clubs, Gardner also focused on fostering cultural exchange. Her familiarity with Turkish culture, gained from a previous study abroad experience, played a significant role in her project’s success. “I was thrilled! I had studied abroad in Turkiye when I was in college, so I was familiar with the culture,” she recalled. Through daily interactions and more formal events, Gardner created an environment that promoted cultural exchange and mutual understanding.

One of the most memorable experiences Gardner recalls is hosting a virtual cultural exchange between medical professionals from Turkiye and the U.S. with participants from Venezuela, Iran, and India. This intimate gathering allowed for insightful discussions on healthcare systems across different cultures, emphasizing the unique learning opportunities that the Virtual Educator Program can facilitate. “Where else in the world could we learn about how healthcare works in five different cultures at once?” Gardner said, highlighting the enriching nature of such multi-national conversations.

Innovative Teaching Strategies

During the project, Gardner utilized a variety of online tools to make her classes interactive and engaging and even developed a favorite teaching tool over the course of her Virtual Educator assignment, which she used as a supplement to offer students optional practice outside of their regularly scheduled conversation club. “FLOW Speak gives students feedback on their pronunciation, speed, grammar, and vocabulary, freeing up my time so that I can focus on creating engaging classroom content,” she explained. “Students must complete at least 50 lessons if they want to receive a certificate of completion,” Gardner noted, emphasizing the importance of consistent practice. A variety of online apps are often used by Virtual Educators to complement their syllabus in class and out, and the Virtual Activities Allowance may be used for this.

Not all of her approaches were high tech. In one instance, she adapted her teaching strategy to cater to a class of lower-level English learners who were more introverted. By turning off her screen and communicating through the chat, she found that she was able to create a less intrusive, or lower-stress, environment, encouraging students to speak up and engage in more natural conversations. “This strategy proved to be highly effective with this group. Everyone instantly started communicating with each other, asking questions, and having natural conversations,” Gardner shared.

Hitting the Right Notes

Gardner’s learner-centered approach resulted in several memorable moments throughout her Virtual Educator experience and also afforded students a welcome break from the core studies of their medical track coursework. These confidence boosting activities encouraged even the quieter students to speak up. One such highlight was an awards ceremony featuring Derik Nelson, the lead guitarist from the television series Glee. This event, inspired by her students’ love for music, saw students rewriting lyrics to Nelson’s song “Exchange Our World” and creating their own album covers. Nelson’s surprise performance of the students’ lyrics left a lasting impression on both the students and Gardner. “Derik commented on how awesome their lyrics were, promptly pulled out his guitar, and started singing!” Gardner excitedly recalled.

During the winter semester, the calendar of holidays—and Turkiye’s rich traditions—provided its own opportunity to share and celebrate. Gardner and her students exchanged pictures of decorated trees, highlighting the similarities and differences in their celebrations. Such conversations led to a greater understanding and appreciation of each other’s traditions. “From my experience, the best cultural exchange happens not during formal lessons but through the sharing of daily life,” she emphasized. “What was ordinary or mundane to one person was unique and interesting to another,” Gardner added.