"Our interaction was very productive": levels of reflection in learners’ diaries in teletandem

This investigation aims to analyze what Brazilian participants say about teletandem interaction in their diaries and how (or if) they reflect upon it. Data are elicited from 350 diaries written in English and stored in MulTeC (Multimodal Teletandem Corpus) (Aranha, Lopes, 2019) and compiled by 333 fragments of text in which the most frequent word “interaction” (Leone et al., ongoing) occurs. The analytical framework is based on Moon´s (2004) reflective writing and Garcia et.al (2017) proposal of metacognitive operations. Results reveal that 41% of the fragments featured mere descriptions of the events that occurred during the interaction, while most (59%) of them presented some degree of reflection. In our data, reflection seems to be based on: (i) the assessment of the interaction, in line with Garcia et al. (2017)´s proposal that assessment represents a frequent metacognitive operation; (ii) recognition of different elements that are relevant for language learning in teletandem, i.e., partner’s collaboration and task specificities. Our findings also indicate that the other metacognitive operations (setting goals, planning, selecting resources, managing emotions) support or motivate the judgments made by learners. This finding corroborates the notion proposed in other research (Moon, 2004; 2010) that writing diaries may promote reflection, which is a fundamental aspect of autonomous learning

Mediation in Teletandem: From face-to-face sessions to reflective journals

The collaborative context of language learning in Teletandem (TELLES; VASSALLO 2006) involves the principles of autonomy, reciprocity and separation of languages, as well as the mediation of the partnerships (in Vygotskian terms). This article aims to discuss the formats of teletandem mediation, by focusing on the strategies used to reconcile the management of interactions (SALOMÃO 2008) through reflective journals in our specific educational context This qualitative investigation is based on the analysis of a corpus of reflective journals produced after teletandem sessions by Brazilian students and the feedback offered by the mediators. The Brazilian participants wrote journal entries after practicing teletandem with speakers of the following foreign languages: English, German, Italian, and Spanish. They address a wide range of topics, covering aspects of technology, foreign language learning, methodological issues, as well as comments on the relationship with their partners. The data suggest great potential of the journals and the feedback for participants, mediators and coordinators to evaluate specific issues of collaborative language learning in the teletandem, as well as other relevant aspects for the pedagogical supervision of the project.Der kollaborative Kontext des Sprachenlernens im Teletandem (TELLES; VASSALLO 2006) basiert auf den Prinzipien der Autonomie, der Gegenseitigkeit und der Einsprachigkeit sowie auf der Sprachlernberatung oder Mediation der Partnerschaften (in der Perspektive Vygotskys). Dieser Artikel behandelt die Möglichkeiten der Sprachlernberatung im Teletandem und die in unserem spezifischen Bildungskontext verwendeten Strategien für die pädagogische Betreuung der Tandeminteraktionen (SALOMÃO 2008) durch reflexive Lerntagebücher. Diese qualitative Untersuchung basiert auf der Analyse eines Korpus von Lerntagebüchern und vom schriftlichen Feedback der Mediatoren. Die brasilianischen Teilnehmer schrieben Lerntagebücher nach Interaktionen mit Sprechern der Sprachen Englisch, Deutsch, Italienisch und Spanisch. Sie behandeln verschiedene Themenbereiche wie Technologie, Fremdsprachenlernen, methodologische Aspekte und auch Bemerkungen zu ihrem Verhältnis zu den Partnern. Die Daten weisen auf ein großes Potenzial der reflexiven Lerntagebücher und des Feedbacks der Mediatoren für Teilnehmer, Mediatoren und Koordinatoren hin, in denen spezifische Fragen des kollaborativen Sprachenlernens im Teletandem sowie andere für die pädagogische Betreuung des Projekts relevante Aspekte behandelt und bewertet werden können

Mediation in Teletandem: From face-to-face sessions to reflective journals

The collaborative context of language learning in Teletandem (TELLES; VASSALLO 2006) involves the principles of autonomy, reciprocity and separation of languages, as well as the mediation of the partnerships (in Vygotskian terms). This article aims to discuss the formats of teletandem mediation, by focusing on the strategies used to reconcile the management of interactions (SALOMÃO 2008) through reflective journals in our specific educational context This qualitative investigation is based on the analysis of a corpus of reflective journals produced after teletandem sessions by Brazilian students and the feedback offered by the mediators. The Brazilian participants wrote journal entries after practicing teletandem with speakers of the following foreign languages: English, German, Italian, and Spanish. They address a wide range of topics, covering aspects of technology, foreign language learning, methodological issues, as well as comments on the relationship with their partners. The data suggest great potential of the journals and the feedback for participants, mediators and coordinators to evaluate specific issues of collaborative language learning in the teletandem, as well as other relevant aspects for the pedagogical supervision of the project.Der kollaborative Kontext des Sprachenlernens im Teletandem (TELLES; VASSALLO 2006) basiert auf den Prinzipien der Autonomie, der Gegenseitigkeit und der Einsprachigkeit sowie auf der Sprachlernberatung oder Mediation der Partnerschaften (in der Perspektive Vygotskys). Dieser Artikel behandelt die Möglichkeiten der Sprachlernberatung im Teletandem und die in unserem spezifischen Bildungskontext verwendeten Strategien für die pädagogische Betreuung der Tandeminteraktionen (SALOMÃO 2008) durch reflexive Lerntagebücher. Diese qualitative Untersuchung basiert auf der Analyse eines Korpus von Lerntagebüchern und vom schriftlichen Feedback der Mediatoren. Die brasilianischen Teilnehmer schrieben Lerntagebücher nach Interaktionen mit Sprechern der Sprachen Englisch, Deutsch, Italienisch und Spanisch. Sie behandeln verschiedene Themenbereiche wie Technologie, Fremdsprachenlernen, methodologische Aspekte und auch Bemerkungen zu ihrem Verhältnis zu den Partnern. Die Daten weisen auf ein großes Potenzial der reflexiven Lerntagebücher und des Feedbacks der Mediatoren für Teilnehmer, Mediatoren und Koordinatoren hin, in denen spezifische Fragen des kollaborativen Sprachenlernens im Teletandem sowie andere für die pädagogische Betreuung des Projekts relevante Aspekte behandelt und bewertet werden können

Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study

The purpose of this study was to investigate a class-to-class online English-Portuguese Teletandem” program that was conceived, negotiated, and implemented cross-collaboratively between the foreign language instructors and language resource center (LRC) staff at two large state universities—one in the United States and the other in Brazil. Ten English language students in Brazil were paired with 10 Portuguese language students in the U.S. for a 10-week Skype®-based tandem language exchange (TLE) project that was jointly delivered online across an international university partnership. A qualitative case study design was used to examine the attitudes, perceptions, views, and behaviors of the teachers, students, and LRC staff who participated in the project. The objective of the study was to shed light on the factors that facilitated and hindered teletandem design, implementation and sustainability. Participant feedback was interpreted and contextualized by the researcher to provide rich descriptions of how Teletandem was optimized and how it impacted student learning. The findings suggest that Teletandem is an innovative, low-cost, high-impact language learning activity with vast pedagogical implications. As a lab supplement to traditional instruction, it enabled students at both sites to accelerate L2 development through authentic immersion and practice while making social connections with native speakers abroad. In addition, the results showed that—for many students—Teletandem heightened intercultural awareness, boosted confidence in the L2, and strengthened fluency skills while rendering a transformational learning experience

Hacia una definición funcional de la negociación en la telecolaboración: análisis de sesiones de teletandem oral

As digital techonology advances, geographically distant learners have been engaging in cross-cultural communication and negotiation via telecollaborative projects. Research has shown that negotiation of meaning is crucial for effective communication in these scenarios, nonetheless, more studies are needed to investigate other types of negotiation, given its importance for establishing cooperation. This paper aims at exploring the negotiation patterns between dyads in 10 sessions selected from Multimodal Teletandem Corpus and provides a working definition of negotiation in telecollaboration. Participants, who were university students in Brazil and abroad and were enrolled in language classes, met online to help with practicing each other’s language and were expected to exchange information about themselves in the first synchronous session. Through a qualitative analysis of the transcripts of the 10 sessions, we identified moments in which the conversation was suspended to negotiate meaning, technology issues, separation of languages, and aspects related to the tasks requested by their professors. Our analysis shows that negotiation in telecollaboration may be motivated by aspects internal to the conversation, such as meaning, or by external factors, as with problems with equipments, tasks, or with deciding the language to speak. Findings suggest that negotiation serves an essential purpose as it allows participants to make collaborative decisions and resolve conflicts that, otherwise, could prevent conversation to continue. Results may prove useful for researchers and practicioners interested in telecollaboration, who design and guide participants through learning in such contexts.A medida que avanza la tecnología digital, los estudiantes geográficamente distantes se han involucrado en la comunicación y negociación intercultural a través de proyectos de telecolaboración. Las investigaciones han demostrado que la negociación de significados es crucial para la comunicación efectiva en estos escenarios, sin embargo, se necesitan más estudios para investigar otros tipos de negociación, dada su importancia para el establecimiento de la cooperación. Este artículo tiene como objetivo explorar los patrones de negociación entre pares en 10 sesiones seleccionadas de Multimodal Teletandem Corpus y propone una definición de negociación en telecolaboración. Los participantes, que eran estudiantes universitarios en Brasil y en el extranjero y estaban inscritos en clases de idiomas, se reunieron en línea para ayudar a practicar el idioma de los demás y se esperaba que intercambiaran información sobre ellos mismos en la primera sesión sincrónica. A través de un análisis cualitativo de las transcripciones de las 10 sesiones, identificamos momentos en los que se suspendió la conversación para negociar significados, cuestiones tecnológicas, separación de lenguas y aspectos relacionados con las tareas solicitadas por sus profesores. Nuestro análisis muestra que la negociación en la telecolaboración puede estar motivada por aspectos internos de la conversación, como el significado, o por factores externos, como problemas con los equipos, tareas o con la decisión del idioma a hablar. Los hallazgos sugieren que la negociación tiene un propósito esencial, ya que permite a los participantes tomar decisiones colaborativas y resolver conflictos que, de lo contrario, podrían impedir que la conversación continúe. Los resultados pueden ser útiles para los investigadores y profesionales interesados ​​en la telecolaboración, que diseñan y guían a los participantes a través del aprendizaje en dichos contextos

Teletandem and Intercomprehension

none1Teletandem is implemented in several universities, and different learning scenarios are designed for meeting the manifold needs of a changing society. Intercompréhension Orale et Teletandem (IOTT), a telecollaboration project developed by University of Lyon 2 and University of Salento, responds to this challenge by aiming to develop the receptive, productive, and interactive skills required when communicating with a speaker/writer of a different but related language to one’s own (e.g., speakers of Spanish and French: romance languages). IOTT also develops theoretical knowledge and metacommunicative skills necessary to highlight and analyse strategies for solving communication problems - that is, how concepts and meanings can be mediated. This is accomplished using a macrotask named MINTT, i.e., a sequence of tasks promoting students’ reflectivity, encouraging a propensity for formative critical thinking. After discussing the notion of Intercomprehension, IOTT learning design is described, highlighting areas of potential learning of this Teletandem-based Learning Scenario. Video recordings of Teletandem Oral Sessions and learner diaries, written by students after each session, are mentioned to show how students perceive such a challenging experience, how they resolve communication problems during Teletandem Oral Sessions and how they analyse processes of meaning negotiation.Rivista con revisione paritariaLeone PaolaLeone, Paol

Teletandem portugués y español: el papel de los mediadores

Teletandem is a virtual context of learning languages based on principles of autonomy and reciprocity in which two peers collaborate to learn the language of each other. Usually, the interactions occur in institutional groups mediated by a professor or a graduate student. This paper aims to describe the role of a mediator and the process of mediation in Portuguese and Spanish Teletandem. Previous studies have analyzed how the Teletandem practice in the context of very close languages, such as Portuguese and Spanish, presents some inherent specificity related to the natural possibility of certain intercommunication between the interactants (Ramos, Carvalho, & Messias, 2013; Silva-Oyama, 2010). In this case, it is necessary to observe the process of mediation more closely and consider the relevance of cultural and linguistic aspects. The theoretical assumptions that guide our description and discussion are based on sociocultural theory for second language learning and assume that the learning process happens through interactions between people and the environment in a cooperative manner (Vygotsky, 1978). The methodological perspective that anchors this study is grounded theory (Charmaz, 2006), which is based on a systematic collection of data that, after analysis, originate concepts. The reflection corroborates the fact that the development of the process depends on the involvement of the mediator in different roles and suggests that the principles of autonomy and reciprocity are directly related to the mediation process and can contribute to an effective collaborative context of language learning.El Teletandem es un contexto virtual de aprendizaje de idiomas basado en los principios de autonomía y reciprocidad en el cual dos hablantes colaboran mutuamente a que aprendan sus lenguas maternas o sus idiomas de competencia. Usualmente, las interacciones ocurren en grupos institucionales mediados por un profesor o por un estudiante de postgrado. Este artículo tiene como objetivo describir el papel de los mediadores y el proceso de mediación en Teletandem portugués y español. Estudios previos han analizado que la práctica de Teletandem en el contexto de lenguas muy próximas, como el portugués y el español, presenta algunas especificidades inherentes a la posibilidad natural de existir cierta intercomunicación entre los interactantes (Ramos, Carvalho, & Messias, 2013; Silva-Oyama, 2010). En este caso, es necesario observar más atentamente el proceso de mediación y considerar la relevancia de los aspectos culturales y lingüísticos. Los supuestos teóricos que guían nuestra descripción y discusión se basan en la teoría sociocultural para el aprendizaje de lenguas la cual asume que el proceso de aprendizaje ocurre a través de la interacción entre las personas y el medio ambiente en una relación de cooperación (Vygtosky, 1978). Por su vez, la perspectiva metodológica que ancla este estudio es la teoría fundamentada (Charmaz, 2006), basada en una recolección sistemática de datos que, tras analizados, originan conceptos. El análisis señala que el desarrollo del proceso depende de la participación del mediador en diferentes papeles y sugiere que los principios de autonomía y reciprocidad están directamente relacionados con el proceso de mediación y pueden contribuir a un contexto colaborativo efectivo de aprendizaje de idiomas

“Ways of integrating e-tandem mode in the language curriculum in the English career at Technical University of Cotopaxi”

E-tandem mode is a language learning method where students of different mother tongues can practice and improve a language. It has been implemented in some universities providing students with an innovative way of learning a language. E-tandem has helped students to develop their communicative and cultural competence. Despite these benefits, the Technical University of Cotopaxi (UTC) does not have this modality in the English career. Thus, it is important to integrate e-tandem into the language curriculum since it would allow pre-service English teacher to enhance their pedagogical skills. Whereby, this research study aimed at analyzing the different ways of integrating e-tandem mode in the language curriculum in the English career at UTC, because of their important experiences with this mode of language learning. The qualitative methodology was followed as well as interviews and focus groups techniques. The participants were eleven EFL pre-service teachers: two were in their fifth semester, four in their sixth semester, one in his seventh semester, and four in their eighth semesters as well as two professors. The criteria to select the participants was that they had participated in the e-tandem pilot project carried out in 2020-2021 at UTC. The bottom-up approach was used to analyze the collected data from participants’ opinions. In addition, the Academic Regime Regulations of Ecuador were analyzed, to have a better perspective of the e-tandem curriculum inclusion. The analysis of the data suggested that the e-tandem can be integrated into the curriculum of the English career in two ways: as a component of a subject and as pre-professional practice. As a component of a subject, giving rewards (scores) when learners participate in sessions. As a pre-professional practice activity in which students of the last career levels can participate as tutors in the e-tandem interactions. Moreover, as a part of the results, it can be said that if this mode is integrated into the curriculum, it would be able to minimize technological problems, have the e-tandem sessions in the schedule, and monitor students’ performance. It is recommended to apply pilot plans in the English career with the application of the e-tandem sessions in the two modalities, to then be subjected to an evaluation and thus know which of them would give better results.E-tándem es un método de aprendizaje de idiomas donde los estudiantes de diferentes lenguas maternas pueden practicar y mejorar un idioma. Éste se ha implementado en algunas universidades brindando a los estudiantes una forma innovadora de aprender un idioma. E-tándem ha ayudado a los estudiantes a desarrollar su competencia comunicativa y cultural. A pesar de esos beneficios, la Universidad Técnica de Cotopaxi (UTC) no cuenta con esta modalidad en la carrera de inglés. Por lo tanto, es importante integrar e-tándem en el plan de estudios de idiomas, ya que permitiría a los profesores de inglés en formación mejorar sus habilidades pedagógicas. Por lo cual, el presente estudio de investigación tuvo como objetivo analizar las diferentes formas de integrar la modalidad e-tándem en el currículo de idiomas en la carrera de inglés de la UTC. Se siguió la metodología cualitativa, así como también las técnicas de entrevistas y grupos focales. Los participantes fueron once profesores en formación de inglés: dos estaban en quinto semestre, cuatro en sexto, uno en séptimo y cuatro en octavo, y dos profesores. El criterio para seleccionar a los participantes fue que hubieran participado en el proyecto piloto e-tándem realizado en 2020-2021 en la UTC. El enfoque de abajo hacia arriba se utilizó para analizar los datos recopilados de las opiniones de los participantes. Se analizó el Reglamento de Régimen Académico del Ecuador, para tener una mejor perspectiva de la inclusión curricular del e-tándem. Los resultados mostraron que e-tándem puede incluirse en el currículo de la carrera de inglés de dos formas: como componente de una asignatura y como práctica preprofesional. Como componente de una asignatura, otorgando puntuaciones cuando los alumnos participan en las sesiones. Como actividad de práctica preprofesional, los estudiantes de los últimos niveles de carrera pueden participar como tutores en las interacciones. como de los resultados, puede decir que, si esta modalidad se integra en el currículo, sería capaz de minimizar los problemas tecnológicos, tener las sesiones de e-tándem en el horario y monitorear el desempeño de los estudiantes. Se recomienda aplicar planes piloto en la carrea de inglés con la aplicación de las sesiones e-tándem en las dos modalidades, para luego ser sometido a una evaluación y así saber cuál de ellas daría mejores resultados

Modern Languages, Modern Learning: Tandem Language Programs In K-12 Education

The following essay will discuss research on the benefits and drawbacks of implementing intercultural exchange by means of Tandem language learning programs in K-12 Schools. One promising outlet to foster global communication and internationalization of learning is Tandem language learning. Authors María Vassallo and João A. Telles share the following definition: Foreign language learning in-tandem involves pairs of (native or competent) speakers whose aim is to learn each other\u27s language by means of bilingual conversation sessions. The focus of this research is to evaluate the appeal, effectiveness, utility, and reliability of these online programs in the context of today\u27s classrooms

Language Education and Multilingualism – The Langscape Journal Vol. 5

The fifth volume of Langscape’s scholarly open-access, peer-reviewed online journal is devoted to the theme of "Multilingualism in Virtual Communication and Encounters. New Approaches to Educational Contexts". Whatever the professional domain that may be considered, contemporary work-related practices, habits and gestures tend to become dematerialised and virtualised. This trend seems to correlate with the ever-expanding use of digital-based technologies, in European countries (Cousteaux, 2019; Eurostat, 2020) as much as anywhere else in the world (Gurría, 2019; Wyckoff, 2019). This trend has been even more pronounced since the outbreak of the world-wide pandemic situation in 2020. As a direct result from far-reaching lockdown measures, working and studying from home has become a daily routine for billions of people across the globe and seems to be here to stay.Le volume 5 de la revue Langscape, revue scientifique en ligne à accès libre et à comité de lecture est consacré au thème suivant : "Le plurilinguisme dans la communication et les rencontres virtuelles. Nouvelles approches dans les contextes éducatifs". Quel que soit le domaine professionnel considéré la tendence à la dématérialisation et à la virtualisation des pratiques, des habitus et des gestes au travail semble s’étendre, en corrélation avec le développement inexorable de l’usage des technologies digitale en Europe (Cousteaux, 2019; Eurostat, 2020) et ailleurs dans le monde (Gurría, 2019; Wyckoff, 2019). Cette tendance s’est accrue depuis le début de la pandémie de 2020 qui a affecté tous les pays. C’est un résultat direct des mesures drastiques de confinement prises alors : le télétravail est devenu une habitude pour des millliards d’individus partout dans le monde, et cela ne parait pas prêt de changer.El quinto volumen de Langscape, revista científica con comité de lectura y de libre acceso, estará dedicado al siguiente tema "El multilingualismo en encuentros y comunicación virtuales. Nuevos enfoques de los contextos educativos". Sea cual sea el medio profesional considerado, así como las correspondientes prácticas, se observa una tendencia según la cual hábitos y gestos relacionados con contextos profesionales se desmaterializan y se virtualizan. Esta tendencia sugiere una correlación con el uso creciente y constante de tecnologías digitales, como es el caso en países europeos (Cousteaux, 2019; Eurostat, 2020) así como en el resto del mundo (Gurría, 2019; Wyckoff, 2019). Esta tendencia parece haberse pronunciado desde la situación de crisis pandémica planetaria en 2020, la cual ha llevado a un número considerable de gobiernos a declarar el confinamiento de la población. Como resultado de esta situación, el trabajo desde casa se ha convertido en una rutina para miles de millones de personas en todo el planeta, y esta rutina parece que va a perdurar.Der fünfte Band der wissenschaftlichen, open-access Online-Zeitschrift von Langscape mit Peer-Review-Verfahren widmet sich dem Thema "Mehrsprachigkeit in der virtuellen Kommunikation und Begegnung. Neue Ansätze für Bildungskontexte".Peer Reviewe