Learning foreign languages in teletandem: Resources and strategies

Telles, João A.

doi:10.1590/0102-4450226475643730772

Cited by 37 publications

(43 citation statements)

References 8 publications

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“…In face-to-face conversation, we are unable to have an idea of "how we look", except from that which our interlocutors present to us. In teletandem conversations, because we can also see ourselves through a webcam image, we gain control not only of our own looks, but also of our reactions that are conveyed to our partner (see TELLES, 2009cTELLES, , 2012. Since, according to Kulich (2003, p.140), "performativity is the process through which the subject emerges," we can consider the foreign language interaction in teletandem as also dynamically constituting (rather than representing) their participants' realities.…”

Section: Performativity Theory and Teletandemmentioning

confidence: 99%

“…Focus on the cultural dimension of this online webcam communication is necessary in order to fully understand the intercultural discourse that underlies this type of interaction (TELLES & FERREIRA, 2011). In turn, deepening our understandings of the discourses in these virtual intercultural contacts seems to be important for strategic, political, pedagogical, and educational reasons, among others.…”

Section: Introductionmentioning

confidence: 99%

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Teletandem and performativity

Telles

2015

Rev. bras. linguist. apl.

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Teletandem is a virtual autonomous VoIP 2 technology-based context (webcam images, voice and text). Within this context, two students help each other learn their native (or other) language through intercultural and linguistic collaboration. Performative Theory can shed light on the constitution of these students' national identities, as they engage in linguistic performances of marking and discussing differences between their countries during teletandem. Based on critical approaches to discourse and intercultural communication, my analysis shows that this online intercultural contact opens innovative possibilities for foreign language teachers to promote intercultural contact with "the different". However, without teacher mediation, teletandem interactions may fall into shallow performances of sedimented and pre-given representations of self and other. Subsequently, this article concludes with a discussion of relevant pedagogical points for foreign language teachers. KEYWORDS: teletandem; tandem; telecollaboration; performativity; foreign language.RESUMO: Teletandem é um contexto virtual e autônomo que utiliza recursos de tecnologia VOIP (imagens de webcam, voz e texto). Neste contexto, dois estudantes de línguas estrangeiras colaboram um com o outro na aprendizam de sua respectivas línguas nativas (ou de proficiencia) por meio da interação intercultural e linguística. A Teoria da Performatividade pode esclarecer a constituição das identidades nacionais desses alunos quando eles marcam e discutem diferenças entre seus dois países durante sessões de teletandem. Com base em abordagens críticas ao discurso e a comunicação intercultural, minha análise mostra que o contato intercultural on-line abre possibilidades inovadoras para professores de línguas estrangeiras promoverem o contato intercultural com o "diferente". No entanto, sem a mediação do professor, as interações de

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Section: Performativity Theory and Teletandemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teletandem and performativity

Telles

2015

Rev. bras. linguist. apl.

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“…In describing the overarching pedagogical model, instructors and practitioners tend to use the terms of 'teletandem, ' 'eTandem,' and 'learning in tandem' interchangeably. This practice has also been adopted by Telles (2015), and this article upholds the same convention. The progression of rhetoric used to refer to exchanges between students at different institutions through online collaborations has undergone marked transformations as technology and theory have brought to light new directions and realizations for communicative opportunities.…”

Section: Introductionmentioning

confidence: 80%

“…The three core principles of teletandem established by João Telles, drawing on the foundational definitions of tandem pedagogical models by Helmut Brammerts (2002), include autonomy, reciprocity, and separate use of both languages (TELLES, 2015;BRAMMERTS, 2002). By providing students with "a virtual, collaborative and autonomous context…in which two students help each other to learn their own languages (or language of proficiency)," instructors involved in tandem learning initiatives seek to develop partnerships with other institutions, usually across national borders, to facilitate productive exchanges.…”

Section: Introductionmentioning

confidence: 99%

New directions in eTandem: an expanded vision of capabilities and practices

Marsh-Soloway

Delers

2018

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Autonomy and reciprocity, two central tenets of eTandem, are not ideologically neutral terms. In light of new technological opportunities and pedagogical directions in higher education, current formulations of these concepts are perhaps too narrow to accommodate the full range of collaborative activities available to instructors and students. For better or worse, education assumes a significant and definitive role in the market economy. The public-private distinction is not an actual binary: it is more accurately understood as a spectrum, and educational institutions function dually as hybrid recipients and benefactors of economic activity. eTandem is an excellent foundation, but teachers should not feel limited in its scope and purview. By reflecting on instructional activity and observation in Arabic, Italian, and Spanish courses at the University of Richmond, this article presents different interpretations of eTandem. The traditional model can be enhanced with related tools and methodologies to engage students more deeply, and challenge them to push the boundaries of their language, abilities, and knowledge. While additional SLA research would be needed to confirm the transference of learning outcomes of both models through comparative evaluative metrics, this article outlines ideas for instructors to commence new directions in eTandem, and consider improvements to long-standing practices.

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“…During this time, participants normally spent half of the time speaking in Portuguese and the other half speaking in English. Following the three core principles of tandem learning, namely autonomy, reciprocity, and separation of languages (BRAMMERTS, 2003;TELLES, 2015;TELLES;, the expectation was that participants would enhance their communicative skills overtime by performing these two different roles (foreign language learner and native speaker), developing a sense of agency, and collaborating with one another to achieve their learning goals.…”

Section: Methods: Vernacular Speech In Telecollaborative Interactionsmentioning

confidence: 99%

The variation of obligatory preposition-article contractions in the interlanguage of adult learners of Portuguese

Brito

2018

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| This study analyzes the sociolinguistic variation of obligatory contractions between the preposition de and the definite articles in the interlanguage of adult learners of Portuguese as foreign language in the United States. Using this variation phenomenon as an example, the main objective of this pilot study is to discuss the feasibility of using speech data from telecollaborative interactions in interlanguage variation studies. The analyzed data come from four audio-recorded teletandem sessions held in 2017 among nine USbased learners of Portuguese and native speakers of this language in Brazil. The quantitative analysis included three linguistic group factors -preceding word category, gender marking, and number marking-and four social group factors -learner gender, native language, immersion experience, and teletandem session. The results showed that only gender marking was selected as a significant factor for the occurrence of contraction. The study concluded that speech data from telecollaborative interactions can be used as one of the tasks in large scale interlanguage variation studies. However, it also cautions researchers to consider some of the major issues regarding selection of variables, learners' style shifting and stage of acquisition, and technical limitations of this type of interaction.

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Learning foreign languages in teletandem: Resources and strategies

Abstract: Teletandem is a virtual, collaborative, and autonomous context in which

Cited by 37 publications

References 8 publications

Teletandem and performativity

Teletandem and performativity

New directions in eTandem: an expanded vision of capabilities and practices

The variation of obligatory preposition-article contractions in the interlanguage of adult learners of Portuguese

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