Facilitating the co-construction of interculturality in teletandem through pedagogical mediation

Schaefer, Rodrigo

doi:10.1590/1678-460x2020360410

Cited by 5 publications

(7 citation statements)

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“…In addition, stereotyped representations are problematized, where a constant mediation between different viewpoints has been taking place at the third place (KRAMSCH, 2011). The students write experience reports on a weekly basis and participate in interviews, besides being engaged in dialogues in the classroom or, more recently, on Google Meet, to discuss their experience in the proposed activities, which scholars such as Telles (2015b), Lopes and Freschi (2016) and Schaefer (2019aSchaefer ( , 2019bSchaefer ( , 2020aSchaefer ( , 2020b) call mediation sessions. Such sessions relate to moments when the teachermediator can encourage reflections on different cultural representations as well as on the development of the activities in general.…”

Section: Domínios Dementioning

confidence: 99%

“…The three aforementioned projects, conducted from the perspective of the theoretical contributions on the relationship between language and culture related to the intercultural approach, appear to have made possible initial steps towards the 53 Tandem, which is related to an autonomous virtual mode of foreign language learning where two students learn each other's language (BRAMMERTS, 1996), is a specific example of telecollaboration (TELLES, 2015a;SCHAEFER, 2019aSCHAEFER, 2019bSCHAEFER, , 2020aSCHAEFER, , 2020b. Brammerts (1996, p. 10) underlines that learning foreign languages in tandem involves two people of different languages working in partnership "to learn more about one another's character and culture, to help one another improve their language skills, and often also to exchange additional knowledge for example, about their professional life".…”

Section: The Research Projectmentioning

confidence: 99%

“…19 I was actually "a teacher-mediator researcher", since I collected data for my PhD investigation (SCHAEFER, 2019a). 20 Mediation sessions (SALOMÃO, 2012;TELLES, 2015b, LEONE;TELLES, 2016;LOPES;FRESCHI, 2016;SCHAEFER, 2019aSCHAEFER, , 2019bSCHAEFER, , 2020aSCHAEFER, , 2020b, that is, moments that happen after the online sessions, are essential for facilitating, according to Lopes and Freschi (2016), instances of further reflection. Salomão (2012) adds that mediation sessions are an opportunity for the narration of experiences by those who experienced them, that is, the participants themselves.…”

mentioning

confidence: 99%

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“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home

Schaefer¹

2022

Dom. Ling.

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Belli et al. (2018) explain that the myth of the Tower of Babel, described in the Holy Bible, alludes to the intercultural relations in today’s world, because the Tower was located in a major economic and cultural center of the ancient world. Telecollaboration, defined as the use of online technologies in the area of language teaching and learning between students who are geographically distant (O’DOWD, 2013a), plays an important role in promoting intercultural interactions in the Internationalization at Home (O’DOWD, 2019) context. The latter stands for a more inclusive internationalization, achieved by domestic activities, and not only by international academic mobility (CROWTHER et al., 2000). For Luna (2018b), the process of Internationalization of the Curriculum occurs in the light of the intercultural approach (KRAMSCH, 2014), whereas Gil (2016) argues that such approach should be conceptualized based on the interaction between language and culture. This study aims at discussing how the interaction between language and culture related to the intercultural approach can lead students “to go down the Tower of Babel” through telecollaborative activities in the context of Internationalization at Home. With respect to the results, two telecollaborative domestic actions, under the author’s coordination, appear to indicate that there have been opportunities towards the process of “going down the tower”, since many concerns related to the current world, e.g. cultural differences, stereotypes and the environment, where students can to take both an insider and an outsider’s perspective (KRAMSCH, 2011), are at the heart of the discussions.

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Section: Domínios Dementioning

confidence: 99%

Section: The Research Projectmentioning

confidence: 99%

mentioning

confidence: 99%

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“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home

Schaefer¹

2022

Dom. Ling.

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“…More specifically, this project aims, through the application of questionnaires and interviews, to analyze the students' perceptions about their participation in telecollaborative meetings and the creation of DST. In both the classroom and on Google Meet, students were engaged in discussions, called mediation sessions by Leone and Telles (2016) and Schaefer (2019bSchaefer ( , 2020, to talk about their experience in the proposed activities. Such sessions encourage reflections on the development of the activities as well as on (inter)cultural issues.…”

Section: Searching For Opportunities To Foster Iahmentioning

confidence: 99%

“…Excerpts 8 and 9 illustrate that Nilma's participation in the project allowed her to come across different perspectives, in which various cultural topics were discussed, such as countries differences, stereotypes, and environmental issues. Her discourse may also indicate that such an experience enabled her to develop a growing awareness of cultural differences (KRAMSCH, 1993(KRAMSCH, , 2011LIDDICOAT;SCARINO, 2013;SCHAEFER, 2020SCHAEFER, , 2021. When she claims that such experience proved to be enriching, her speech converges with Phipps and Gonzales (2004, p. 3) thoughts that through dialogue with "the other," it is possible to lead students "to understand the complexity of the experience of others to enrich their own".…”

Section: Ahmentioning

confidence: 99%

Digital storytelling in the internationalization context: towards English learning

Schaefer¹

2022

TLRLL

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Telecollaboration refers to online encounters between students from different geographical locations (O'DOWD, 2021), which can foster Internationalization at Home (IaH) (LUNA, 2018a). This study sought to investigate narratives about a digital storytelling activity in the IaH context. For the analysis, data from experience reports, semi-structured interviews, and reflective diaries were conducted. The results indicated that the activity allowed: 1. opportunities for transformation and overcoming challenges, and 2. socialization in the remote context.

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Um Olhar Para Além De Representações Culturais Estáveis Em Atividades Telecolaborativas

Schaefer

Heemann

2022

Alfa, rev. linguíst. (São José Rio Preto)

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RESUMO As representações culturais, para Risager (2007, p. 180), “transmitem imagens ou narrativas de cultura e de sociedade em contextos específicos”, permitindo às pessoas trocar ideias relativas a imagens pré-construídas sobre outras culturas. Na telecolaboração (que, para O'Dowd (2013, 2016), refere-se à utilização de tecnologias digitais no contexto de aulas de línguas estrangeiras geograficamente distantes), representações culturais emergem quando os indivíduos se encontram. Recorrendo a estudiosos como Byram (1997), Kramsch (1993, 2014), Risager (2007), Lopes e Freschi (2016) e O’Dowd (2019), este estudo qualitativo (PATTON, 1985) teve como objetivo discutir o modo pelo qual um olhar para além de representações culturais estáveis foi possível nas atividades telecolaborativas. Para a análise, foram incluídos dados de sessões de telecolaboração e de uma entrevista. Os excertos analisados representam três episódios interativos em que o seguinte tópico cultural foi discutido: “Programa Bolsa Família”. Os resultados revelaram que um olhar além das representações culturais estáveis foi possível através de mediação pedagógica, pois foram necessários questionamentos posteriores à sessão de telecolaboração para esse olhar. Pode-se afirmar que existe uma necessidade evidente para a discussão sobre representações culturais estáveis em atividades telecolaborativas, tendo em conta que tal discussão foi de suma importância em um olhar além de essencialismos culturais.

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Facilitating the co-construction of interculturality in teletandem through pedagogical mediation

Cited by 5 publications

References 19 publications

“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home

“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home

Digital storytelling in the internationalization context: towards English learning

Um Olhar Para Além De Representações Culturais Estáveis Em Atividades Telecolaborativas

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