Teletandem Project and Transculturality: Foreign Languages Online Interactions
Teletandem is an innovative online language collaboration program where students communicate in both target and native languages via video conferencing applications like Skype. The collaboration framework developed by Essex-UNESP facilitates language learning and cultural exchange through a structured approach. It explores the impacts of Teletandem on foreign language learning and emphasizes the importance of measuring its effectiveness. The aim is to provide insights for future investigations into specific areas of language learning, focusing on discourse competence and how learners manage online conversations.
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Teletandem Project and Transculturality: foreign languages on-line interactions University of Essex Beatriz de Paiva
1. What is Teletandem? 2. Essex- University of the Estado of S o Paulo (UNESP)Teletandem framework for collaboration 3. Teletandem impact on FL learning: how can it be measured?
What is Teletandem? Teletandem is an online video-mediated language collaboration program. Students collaborate via Skype and other video conferencing applications. Students spend half of each session conversing in the target language and the other half sharing their own language with their partner.
Essex- UNESP Teletandem framework for collaboration Number of sessions Duration: 1 tutorial plus 5 sessions Approach: Text topic based Participants Proficiency level: Proficiency level 5 (C1 ERF)
3. Teletandem impact on FL learning: how can it be measured? Frequent claims by participants (partner institutions): Teletandem is mutually beneficial for the students on both ends. Teletandem enables learners to develop linguistic and cultural competencies.
Teletandem is mutually beneficial for the students on both ends? Corpus of studies: investigations of e-collaboration or online interactions: 1. Do all languages (combinations) benefit the same? 2. Do beginners benefit more or less than more advanced learners? 3. How can we measure aspects of participation (e.g. language switching, topic management, conversation management)?
Aim: Suggestions for investigations in specific areas of FL learning Discourse competence: how do FL learners manage and participate in online conversations? 1. Participation: passive/active roles in the conversation. 2. Management of conversation.
Participation: 1.Passive/active roles in the conversation 2.Management of conversation Discourse analytical model (Trosborg, 1995) Communicative acts and exchange structure: discourse strategies in interaction Interactional moves I-initiation I- Inform R- Response R/I- Response/Initiation F-Follow up F/Com Follow up/Comment F/I Follow up/Initiation
Preliminary analysis Results are in line with findings of previous studies 1. Learners used a wide range of discourse moves and their participation cannot be regarded as predominantly passive, although not symmetrical either in relation to NSs participation. 2. A further analysis of individual acts revealed that NSs used a higher number of Initiation moves, especially I-inquire. Learners presented the majority of R-moves. 3. With regard to F-moves, NSs tended to used more F-acknowledge than learners (but as the interaction develops there seems to be an increase of F- acknowledge moves by learners). 5. NSs seem to contribute more to the structuring of the conversation by providing more I-inquire and Follow up moves.
A more complex picture Illustration User 1 (MC) 4 GRAV01 QUI UNESP NS: native speaker Portuguese Essex PL: Portuguese learner Transcript: 3 15
Participation: 1.Passive/active roles in the conversation 2.Management of conversation A more complex picture Learner shows a predominantly passive participation (high number of Response moves plus low Initiation and Follow up moves) NS shows a predominantly active role (high number of Initiation moves) NS seems to have a more substantial role in the management of the conversation (a high number of I initiation plus F Follow up moves - especially F- acknowledge moves which contribute to the ongoing of the interaction)
Caveats: issues to consider Role of expert Preparation for the Tandem participation: role/quality of the tutorial session Individual learner differences Individual learner motivation Personality
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