The Teacher’s Role in Telecollaborative Language Learning: The Case of Institutional Integrated Teletandem

Abstract

Teletandeem is a model of telecollaboration in which pairs of speakers of different languages meet virtually and regularly in order to learn each other’s language. The purpose of this paper is to discuss the pedagogical implications of integrating teletandem into the foreign language syllabus, focusing on the professor’s dual role: teaching English in regular face-to-face lessons and mediating virtual autonomous and collaborative learning in teletandem. Learning diaries, produced by EFL students from a Language Teacher Education course, were collected during eight weeks of an institutional integrated teletandem project between a Brazilian and a British university. Our analysis focused on the teacher’s role in mediating foreign language learning both in the classroom and through the learning diaries. We present evidence on what the professor does so that teletandem practice can contribute to language learning in the classroom and, by the same token, how EFL lessons can aid in autonomous telecollaborative learning.

Virtual exchange in Latin America: a profile of faculty and staff participants

“…Therefore, certain sociocultural and technological conditions must be in place for the successful implementation of this model. In regards to Latin America, researchers have found the following deterrents to the implementation of VE programs: limited technological infrastructure, a lack of reliable internet access, and faculty who are unaccustomed to implementing technology-based learning modules in their courses as factors that can deter the implementation of VE in Latin American universities (Cavalari & Aranha, 2019;King Ramírez, 2020). There is also evidence that VE initiatives may be tempered by professors' slow adaptation to student-directed pedagogies and collaborative, project-based learning scenarios (Humberto, 2016;King Ramírez, Lafford, & Wermers, 2021;Parra de Marroquín, 2008).…”

A mediação no Teletandem durante a pandemia da COVID-19

“…De acordo com Salomão (2011), as sessões de mediação são encontros entre os interagentes (alunos universitários praticantes de Teletandem) e o mediador (estudante de graduação ou de pós-graduação com experiência no projeto). Nessas sessões, interagentes e mediador(es) têm a oportunidade de discutir a respeito de aspectos relacionados à prática do aprendiz e refletir em conjunto acerca de dúvidas, problemas detectados no ensino e na aprendizagem de línguas nas sessões de interação, questões culturais e prováveis impasses (SALOMÃO, 2011;CAVALARI;ARANHA, 2019).…”

“…A segunda categoria levantada para a análise dos dados deste estudo, baseando-se em pesquisadores da área, é a metacognição, tendo em vista que as sessões de mediação têm como um de seus objetivos conduzir os interagentes a refletirem sobre seu processo de aprendizagem e sua própria interação (TELLES; SALOMÃO, 2011SALOMÃO, , 2012GARCIA, 2015;COSTA;ZAKIR, 2018;CAVALARI;ARANHA, 2019;EVANGELISTA;.…”

Telecollaborative practice in Brazil

“…Learners write diaries after each teletandem oral session as a means of reflecting on the experience. The journals may be read and commented on by professors in the integrated modality (Cavalari & Aranha, 2019). Cavalari (2018) states that questionnaires are asked of participants so that they can self-assess their proficiency in the target language (at the UNESP campus of São José do Rio Preto) and evaluate their experience in teletandem (at the UNESP campuses of Araraquara and São José do Rio Preto).…”