FIRST INTERNATIONAL MEETING ON LANGUAGE LEARNING IN TANDEM: PAST, PRESENT AND FUTURE

Institutional Implementation of Teletandem: challenges and procedures towards languages teaching and learning

Daniela Nogueira de Moraes Garcia- UNESP (FAPESP 2013- 24800-6)

Márcia Fernanda Amaral Fontes- VCUMaria do Rosário Gomes Lima da Silva- UNESP

TTB PARTNERS

University of Washington

TELETANDEMTELETANDEM

“It is a new distance and computer

assisted mode of learning foreign

languages in-tandem that makes

extemporaneous use of oral and

written production, reading and

listening comprehension and

webcam images of the

participants.”

(TELLES, 2006, 2009; TELLES e VASSALLO, 2006, 2009; VASSALLO e TELLES, 2006, 2009)

Teletandem Principles

What are TELETANDEM sessions?

A regular teletandem session (not chatting nor a private lesson)

Implementation then and now

Then... PersonalPersonal

Applicants would apply by filling a form and then receive a message from the Coordinator of the Project when paired up with a foreign student with the same profile;

No attendance of an instructor; Autonomy to decide when, how and how

long;

Partner universities contact UNESP Teletandem Center professors so that the Brazilian center can create interaction groups;

Main issues to be considered: number ofstudents, dates and time changes Orientations sessions can be provided Instructors accompany their groups to

their home lab facilities for Teletandem sessions

Now... Institutional

Implementation

Foreign students have their sessions during their regular Portuguese class, which means, same time and same group the entire semester, whereas for Brazilian students time changes accordingly and as it is not their regular foreign language class, they apply for a certain group as a volunteer study according to their time availability.

Time changes - Brazilian instructors and students have to fit foreign universities demand or requests.

School calendar is something else to adjust for both parts. Teletandem practice cannot be part of UNESP Letras

course curriculum for the reasons above. What some professors do is to encourage students to practice the foreign language by considering the session hours as part of foreign language lab activities, still voluntarily.

TELETANDEM as part of Portuguese language Curriculum

Standards for Foreign Language Learning

Facilitate 21st Century skills

LinguaFolio Background

Online portfolio assessment tool Initial Development

Inspired by European Language Portfolio Developed & piloted by NCSSFL Based on ACTFL Guidelines

CASLS’ Involvement Online version funded by NFLC Delivered to STARTALK students 5-year grant (2009-2014)

https://linguafolio.uoregon.edu

Dashboard

Passport

Biography

CanDo Checklist

Evidence

Autonomy

Autonomous learners…Understand the purpose of their learningResponsible for their learningSet learning goalsPlan and execute learning activitiesRegularly review their learning - David Little, 2011

Implementation

Schedule the Language Lab WSMC

Resources

Sanako Lab System 1200 Sanako Record Web 2.0 Resources

Youtube Google translator Facebook

Reference

ACTFL, AATF, AATG, AATI, AATSP, ACL, ACTR, CLASS AND NCJLT-ATJ. (n.d.). National standards for foreign language education. Retrieved from https://www.actfl.org/advocacy/discover-languages/advocacy/discover-languages/advocacy/discover-languages/resources-1?pageid=3392

Belz, A. J. (2003). Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration.Language Learning & Technology, 7(2), 68-117.

BERNIE , T., & CHARLES , F. (2009). What 21st century skills are. Retrieved from http://www.21stcenturyskillsmn.org/What_They_Are.html

CANNON, R & NEWBLE, D 2000, A Handbook for Teachers in University and Colleges, 4th edn, Kogan Page, London, pp. 16-17

CASLS, C. F. A. S. L. S. (n.d.). Linguafolio online. Retrieved from http://casls.uoregon.edu/pages/tools/linguafolio.php

Cziko, G. A. (2004). Electronic Tandem Language Learning (eTandem): A Third Approach to Second Language Learning for the 21st Century. Calico Journal, 22,1, 25-39.

Garcia, D. N. M. (2013). O Que os Pares de Teletandem (Não) Negociam. São Paulo: UNESP. Retrieved from http://www.editoraunesp.com.br/catalogo/9788539304165,que-os-pares-deteletandem--nao--negociam-o

Garcia, D. N. M. (2010). Teletandem: Acordos E Negociações Entre Os Pares. (Unpublished doctoral dissertation, Unesp) Retrieved from http://www.teletandembrasil.org/site/docs/garcia.pdf

Karpova, E., Correia, A.-P., & Baran, E. (2009). Learn to Use and Use to Learn: Technology in Virtual Collaboration Experience. Internet and Higher Education, 12,1, 45-52.

Little, D. (1999). Evaluating tandem language learning by e-mail: Report on a bilateral project. Dublin: Trinity College.

SHEPARD, LORRIE A, 2000.The Role of Assessment in a leaning Culture. Educational Researcher 29 no 7: 4014

Schwienhorst, K. (1998a). Matching pedagogy and technology- Tandem learning and learner autonomy in online virtual language environments. R. Soetaert, E. De Man, G. Van Belle. Language Teaching On-Line. , 115-127.

Telles, J. A. (2009). Teletandem: Um Contexto Virtual, Autônomo E Colaborativo Para Aprendizagem De Línguas Estrangeiras No Século XXI. Campinas: Pontes.

Telles, J. A., & Vassallo, M. L. (2006). Foreign language learning in- tandem: Teletandem as an alternative proposal in CALLT. (27 ed., Vol. 2, pp. 189-212). CALLT: The ESPecialist.

Thorne, S. L., Leu, D., Coiro, J., Lankshear, C., & Knobel, M. (2008). Mediating Technologies and Second Language Learning.Handbook of Research on New Literacies, 417-449.

Corrêa, E. G. (2010). Reseña de "Educação sem distância: As tecnologias interativas na redução de distâncias em ensino e aprendizagem" de Romero Tori. Eccos Scientific Journal, 12(1), 241.

Ware, P. D., & Kramsch, C. (2005). Toward an Intercultural Stance: Teaching German and English through Telecollaboration. . The Modern Language Journal, 89(ii), 190-205.

THANK YOU

Contact:

Daniela Nogueira de Moraes Garcia : dany7garcia@gmail.com

Marcia Fernanda Amaral Fontes: mftsyc@gmail.com

Maria do Rosário Gomes Lima da Silva: mrosario@assis.unesp.br