DELTA: Documentação de Estudos em Lingüística Teórica e Aplicadahttps://www.scielo.br/feed/delta/2015.v31n3/2023-10-17T19:53:34.434000ZVol. 31 No. 3 - 2015WerkzeugUma palavra inicial10.1590/0102-4450428755188166212023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZBarbara, Leila
<em>Barbara, Leila</em>;
<br/><br/>
FOREWORD10.1590/0102-4450984808668765292023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZTelles, João A.
<em>Telles, João A.</em>;
<br/><br/>
Learning foreign languages in teletandem: Resources and strategies10.1590/0102-44502264756437307722023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZTELLES, João A.
<em>Telles, João A.</em>;
<br/><br/>
ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype) to help each other learn their native language (or language of proficiency). This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.Teletandem as a complex learning environment: Looking for a model10.1590/0102-44504304463796234262023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZMOMPEAN, Annick RivensCAPPELLINI, Marco
<em>Mompean, Annick Rivens</em>;
<em>Cappellini, Marco</em>;
<br/><br/>
ABSTRACT This article presents a model of teletandem, i.e. tandem through desktop videoconferencing (Telles 2009). The aim of such a model is twofold: heuristic and pedagogical. It is heuristic because it enables us to understand teletandem at all its levels and partially to predict (in probabilistic terms) what can happen in a teletandem environment. It is also pedagogical because it helps us formulate plans of action to improve future use and environment design. To build this model, we have drawn upon complexity theory (Larsen-Freeman & Cameron 2008, Morin 1990), which leads us to distinguish different levels of analysis before discussing the relationship between the different elements and levels leading to the complex final (yet dynamic) model.Assessing oral proficiency in computer-assisted foreign language learning: A study in the context of teletandem interactions10.1590/0102-4450221838193285332023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZCONSOLO, Douglas AltamiroFURTOSO, Viviane Bagio
<em>Consolo, Douglas Altamiro</em>;
<em>Furtoso, Viviane Bagio</em>;
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ABSTRACT An innovative aspect in the area of language assessment has been to evaluate oral language proficiency in distant interactions by means of computers. In this paper, we present the results of a qualitative research study that aimed at analyzing features of language spoken in a computer-aided learning and teaching context, which is constituted by teletandem interactions. The data were collected in the scope of the Teletandem Brazil project by means of interviews, audio and video recordings of online interactions, questionnaires and field notes. The results offer contributions for the areas of assessment, teacher education and teaching Portuguese for foreigners.Interactants' beliefs in teletandem: Implications for the teaching of Portuguese as a foreign language10.1590/0102-4450360261275238412023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZRAMOS, Karin Adriane Henschel Pobbe
<em>Ramos, Karin Adriane Henschel Pobbe</em>;
<br/><br/>
ABSTRACT Based on the principles of autonomy and reciprocity, Teletandem connects language teaching with technology, by furthering interaction between college students aiming at providing a virtual context for language teaching and learning. A system of beliefs and values can emerge in this fruitful environment and such emergence can directly affect the process. This study aims to investigate the belief system, which emerges out of Teletandem mediation sessions, and to discuss its implications for the teaching of Portuguese as a foreign language from the perspective of Critical Discourse Analysis.Teletandem within the Context of closely-related languages: a Portuguese-Spanish interinstitutional experience10.1590/0102-4450734562572828542023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZCARVALHO, Kelly Cristiane Henschel Pobbe deMESSIAS, Rozana Aparecida LopesDÍAS, Anelly Mendoza
<em>Carvalho, Kelly Cristiane Henschel Pobbe De</em>;
<em>Messias, Rozana Aparecida Lopes</em>;
<em>Días, Anelly Mendoza</em>;
<br/><br/>
ABSTRACT This paper is part of an ongoing research project aimed at observing the ways that Brazilian undergraduate students who are majoring in Portuguese and Spanish as part of a Foreign Languages and Literatures (FLL) degree program organize and implement the teaching of Portuguese for Spanish speakers within a teletandem context. We sought to evaluate the organization of the content of Portuguese language that they are teaching and the impact made by teletandem practices on the professional development of these student-teachers in both languages. Methodologically, the study is grounded on critical qualitative research. Data analysis suggests that, because Portuguese an d Spanish are closely related languages with a high level of inter-comprehension, the virtual learning context of teletandem requires the presence of a teacher-mediator to conduct the mediation sessions with focused attention to contrasting linguistic and cultural aspects between both languages.Teletandem language learning in a technological context of education: interactions between Brazilian and German students10.1590/0102-4450687812347236142023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZSILVA, Suelene Vaz daFIGUEIREDO, Francisco José Quaresma de
<em>Silva, Suelene Vaz Da</em>;
<em>Figueiredo, Francisco José Quaresma De</em>;
<br/><br/>
ABSTRACT This paper presents data from a computer-mediated communication study conducted between a group of Brazilian university students - from Instituto Federal de Educação, Ciência e Tecnologia do Estado de Goiás, Campus Goiânia, Goiás, Brazil - who wanted to learn English, and a group of German university students - from the University of Worms, in Germany - who wanted to learn Portuguese. The cross-cultural bilingual communication was conducted in the second semester of 2010 and involved discussions on environmental issues. Adopting a qualitative perspective in the analysis, the data were derived from conversation sessions through a webconferencing software known as Openmeetings and through e-mails and some written activities developed by the students. All these were analyzed by means of sociocultural theory. Among the conclusions we reached, we observed that the participants used the software features to help them in their language learning process, discussed issues related to environmental science, as well as topics related to their personal and academic life. Regarding the languages used, the participants used English during the teletandem sessions as an anchoring language to assist their partners in learning English itself and Portuguese, as well as introduced the German language in the interaction sessions.Institutional Integrated Teletandem: What have we been learning about writing and peer feedback?10.1590/0102-4450391759229163692023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZARANHA, SolangeCAVALARI, Suzi Marques Spatti
<em>Aranha, Solange</em>;
<em>Cavalari, Suzi Marques Spatti</em>;
<br/><br/>
ABSTRACT We define institutionally integrated teletandem (iiTTD) as a series of teletandem sessions that are embedded in regular foreign language lessons, so that such lessons both feed and are fed by teletandem practice. In this paper, we analyze prospective Brazilian teachers correcting American students' writing productions in Portuguese during their participation in an iiTTD. We address issues about how pre-service FL teachers (participants in iiTTD) offer writing feedback to their peers. Data included all the texts written and revised during the length of their partnership. Results show that most participants tend to correct their iiTTD partners' written productions in a direct way, focusing mainly on language form and according to their beliefs and experience as learners.Teletandem and telepresence: Rethinking the cultural component in language teaching and language teacher education10.1590/0102-44509880616569808252023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZSALOMÃO, Ana Cristina Biondo
<em>Salomão, Ana Cristina Biondo</em>;
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ABSTRACT This articles discusses some of the results of a qualitative ethnographic research on foreign language teacher's conceptions of culture in an extension course for continuing education in the virtual collaborative learning context of "Teletandem Brazil: foreign languages for all", UNESP. The results have implications for the fields of language teaching and learning mediated by new technologies and teacher education. They suggest that telepresence in teletandem provided a means for dialogically undergoing the complexities of cultural experiences. Grounded in real world interaction, these experiences can lead to the change of the knowledge base of language teacher education for intercultural communication and the teaching and learning of culture. Culture can, then, be dissociated from the idea of a homogeneous, fixed and transparent body of knowledge.Teletandem between French and Brazilian students: Some preliminary remarks10.1590/0102-4450007757464694842023-10-17T19:53:34.434000Z2020-08-09T06:48:27.228000ZSANTOS, Liliane
<em>Santos, Liliane</em>;
<br/><br/>
ABSTRACT In its French-Brazilian version, the Teletandem Brazil project enables students from the University of Lille 3 (France) and from the State University of São Paulo (Unesp, Brazil), to take part in online exchanges, based on the principles of autonomy and reciprocity. In this work, we will present some preliminary remarks on the construction of cultural identity representations by the students who took part in the project, from 2006 to 2012, the specificity of the exchanges we analyze being that most of the French students involved in them are third generation Portuguese. We will examine the consequences of the introduction of a third culture within exchanges which, linguistically speaking, are bilateral. The French students are often experiencing conflicting feelings toward Brazil and, similarly, the Brazilian students may have conflicting feelings towards Portugal and France. Our preliminary results show that the most successful linguistic exchanges occur when students face their own cultural identity with no feeling of superiority or inferiority.