Novice Mandarin learners' transformative learning through critical virtual exchange: A multimodal, translanguaging design

Abstract A key goal in world language education is decentering learners' assumptions about cultures. However, many teaching models, including virtual exchange (VE), equate culture with nation‐states and promote target‐language‐only policies, which can reinforce stereotypes and limit culture exploration for beginners. The study investigates the transformative learning (TL) impact of a critical VE that connected learners from two novice Mandarin courses in the United States with individuals from diverse Chinese communities. Participants engaged in hometown conversations using full linguistic repertoires and a multimodal map. Data from 16 participants—including surveys, journals, meetings, digital stories, and interviews with 5 focal participants—were analyzed. Findings revealed key TL outcome of critical assessment of assumptions. Multimodal conversation analysis of meeting episodes showed that learners strategically drew on a wide range of linguistic and multimodal resources for meaning negotiation, interaction management, and co‐construction of local culture knowledge. Translanguaging served as both a scaffold and a decolonizing act, fostering equitable transcultural learning. A pedagogical model is proposed, highlighting multiperspective dialogues, guided reflections, and translanguaging.