Abstract
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.
Highlights
Our reflection emerged from the observation of the extreme diversity of teletandem configurations, added to the diversity of tandem variations in general (e-tandem, tele-tandem, local tandem) that can exist in university language centers
– Integration: Is teletandem recognized as an institutional practice? Is it integrated into the language learning curriculum?
– Environment: What is the technical support required? (Da Rocha, 2009) In which place do the teletandem interactions occur: language center, cybercoffees, at home? What is the impact of the place on the interactions (Marcoccia, 2011)? For example, a conversation taking place at home or at work will have different characteristics: at home partners can show their personal objects
Summary
Our reflection emerged from the observation of the extreme diversity of teletandem configurations, added to the diversity of tandem variations in general (e-tandem, tele-tandem, local tandem) that can exist in university language centers. Tandem is a language learning method where two learners with different mother tongues who study their partner’s language, interact in order to help one another in their learning (Brammerts 2002), following the principle of autonomy and reciprocity. The different varieties depend on the environment provided: face to face, by email, or in our study concerning teletandem, desktop videoconference (DVC). See section 2.3.2) takes place in teletandem interactions where there is no professional tutor but two learners who in turn play the role of the tutor led us to look for a model, or in other words, to look for recurrent phenomena that may help understand what are the elements that influence the development of teletandem (pedagogical, organizational and political, at macro/meso/micro levels).
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