Abstract
Telecollaborative learning can be implemented at higher education institutions as an independent practice or as a blended setting integrated into classroom activities. Considering telecollaborative practices in European universities, some researchers proposed categories and levels of classroom and institutional integration. Teletandem, a model of telecollaboration implemented at UNESP (Universidade Estadual Paulista), involves two speakers of different languages who use the text, voice, and webcam image resources of VOIP technology to help each other learn their native language (or language of proficiency). This paper aims at describing and discussing the different teletandem learning set-ups implemented at the Brazilian university in relation to the levels of integration described by Brammerts (2002; 2003) and Lewis & O’Dowd (2016). The discussion is based on the data collected by means of a questionnaire answered by teletandem practitioners (teachers and researchers) at UNESP. Results revealed low levels of integration both into classroom and into institutional practices.
Highlights
Telecollaboration is an umbrella term1 used to denominate different pedagogical projects that engage learners in regular communication and virtual exchanges with members of other cultures under the guidance of a teacher. Lewis and ODowd (2016, p. 02) remark that “in more recent years an increasing number of new exchange models have begun to emerge in universities across the globe which engage learners in online intercultural communication in a myriad of ways.” As one of these exchange models, teletandem (TTD) (Telles, 2006) has been implemented at UNESP (Universidade Estadual Paulista) since 2006
Several studies (Santos, 2008; Telles, 2009; Benedetti et al, 2010; Luz, 2012; GARCIA, 2013; Aranha and Cavalari, 2014; Teles, 2015; Salomão, 2011; 2015; Funo et al, 2015; Carvalho et al, 2015; Zakir, 2015; Cavalari and Aranha, 2016; Toledo, 2017; Freschi, 2017; Campos, 20182) investigated different pedagogical, linguistic and cultural aspects of teletandem learning. They offer convincing evidence that teletandem activities may contribute to intercultural language learning and have become highly valued by practitioners at the three UNESP institutes in which it is implemented: Assis, São José do Rio Preto (SJRP) and Araraquara3
These investigations, focusing on each institutional setting, revealed that, even though the theoretical tenets have remained the same, teletandem implementation has been adjusted to the specificities of each institute and to the particularities of the partnerships established with different foreign universities
Summary
Telecollaboration is an umbrella term used to denominate different pedagogical projects that engage learners in regular communication and virtual exchanges with members of other cultures under the guidance of a teacher. Lewis and ODowd (2016, p. 02) remark that “in more recent years an increasing number of new exchange models have begun to emerge in universities across the globe which engage learners in online intercultural communication in a myriad of ways.” As one of these exchange models, teletandem (TTD) (Telles, 2006) has been implemented at UNESP (Universidade Estadual Paulista) since 2006. Several studies (Santos, 2008; Telles, 2009; Benedetti et al, 2010; Luz, 2012; GARCIA, 2013; Aranha and Cavalari, 2014; Teles, 2015; Salomão, 2011; 2015; Funo et al, 2015; Carvalho et al, 2015; Zakir, 2015; Cavalari and Aranha, 2016; Toledo, 2017; Freschi, 2017; Campos, 20182) investigated different pedagogical, linguistic and cultural aspects of teletandem learning They offer convincing evidence that teletandem activities may contribute to intercultural language learning and have become highly valued by practitioners at the three UNESP institutes in which it is implemented: Assis, São José do Rio Preto (SJRP) and Araraquara. Our premise is that a description of different forms of teletandem practice may shed light to educational and political issues involved in the advancement of telecollaboration at UNESP and at other higher education contexts
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: BELT - Brazilian English Language Teaching Journal
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
