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FIRST INTERNATIONAL MEETING ON LANGUAGE LEARNING IN TANDEM: PAST, PRESENT AND FUTURE Institutional Implementation of Teletandem: challenges and procedures.

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Presentation on theme: "FIRST INTERNATIONAL MEETING ON LANGUAGE LEARNING IN TANDEM: PAST, PRESENT AND FUTURE Institutional Implementation of Teletandem: challenges and procedures."— Presentation transcript:

1 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 ) Márcia Fernanda Amaral Fontes- VCU Maria do Rosário Gomes Lima da Silva- UNESP

2 TTB PARTNERS Georgetown University Virginia Commonwealth University University of Miami Trumam State University Northwestern University University of Southampton (United Kingdom) Universitá di Bologna - Forli Universidad del Trabalho - Uruguay Universidad Nacional de General Sarmiento – Argentina Universidad Nacional Autónoma de México University of Washington

3 TELETANDEM “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)

4 Teletandem Principles Autonomy Reciprocity Non-mixture of both languages

5 Teletandem Session: a Skype meeting About 1 hour About the native or fluent language About 25 minutes’ interaction in the native or fluent language About About 25 minutes’ interaction in the foreign language 10 minutes’ feedback, reflection, evaluation, planning What are TELETANDEM sessions?

6 A regular teletandem session (not chatting nor a private lesson) Focus on form and content; Taking notes; Conversation Using the notes taken; Partners negotiate how to be corrected. Language feedback Revisit agreements; Produce meaning; Shared reflection

7 Implementation then and now Personal Then... Personal

8  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;

9  Partner universities contact UNESP Teletandem Center professors so that the Brazilian center can create interaction groups;  Main issues to be considered: number of students, dates and time changes  Orientations sessions can be provided  Instructors accompany their groups to their home lab facilities for Teletandem sessions Now... Institutional

10 Implementation

11  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.

12 TELETANDEM as part of Portuguese language Curriculum  Standards for Foreign Language Learning

13 Facilitate 21st Century skills

14 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 ( )

15 https://linguafolio.uoregon.edu

16 Dashboard

17 Passport

18 Biography

19 CanDo Checklist

20 Evidence

21 Autonomy Autonomous learners…  Understand the purpose of their learning  Responsible for their learning  Set learning goals  Plan and execute learning activities  Regularly review their learning - David Little, 2011

22 Implementation

23 Schedule the Language Lab WSMC

24 Resources  Sanako Lab System 1200  Sanako Record  Web 2.0 Resources  Youtube  Google translator  Facebook

25 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 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),  BERNIE, T., & CHARLES, F. (2009). What 21st century skills are. Retrieved from  CANNON, R & NEWBLE, D 2000, A Handbook for Teachers in University and Colleges, 4th edn, Kogan Page, London, pp  CASLS, C. F. A. S. L. S. (n.d.). Linguafolio online. Retrieved from  Cziko, G. A. (2004). Electronic Tandem Language Learning (eTandem): A Third Approach to Second Language Learning for the 21st Century. Calico Journal, 22,1,

26  Garcia, D. N. M. (2013). O Que os Pares de Teletandem (Não) Negociam. São Paulo: UNESP. Retrieved from deteletandem--nao--negociam-o  Garcia, D. N. M. (2010). Teletandem: Acordos E Negociações Entre Os Pares. (Unpublished doctoral dissertation, Unesp) Retrieved from  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,  Little, D. (1999). Evaluating tandem language learning by 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.,  Telles, J. A. (2009). Teletandem: Um Contexto Virtual, Autônomo E Colaborativo Para Aprendizagem De Línguas Estrangeiras No Século XXI. Campinas: Pontes.

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

28 THANK YOU Contact: Daniela Nogueira de Moraes Garcia : Marcia Fernanda Amaral Fontes: Maria do Rosário Gomes Lima da Silva:


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