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- VCU
Maria do Rosário Gomes Lima da Silva- UNESP
TTB PARTNERS
Georgetown University
Virginia Commonwealth
University
University of Miami
Universitá di Bologna Forli
Universidad del Trabalho Uruguay
Trumam State University
Universidad Nacional de
General Sarmiento –
Argentina
Northwestern University
Universidad Nacional
Autónoma de México
University of Southampton
(United Kingdom)
University of Washington
TELETANDEM
“It is a new distance and computer
assisted mode of learning foreign
languages
in-tandem
that
makes
extemporaneous use of oral and
written
listening
production,
reading
comprehension
and
and
webcam images of the participants.”
(TELLES, 2006, 2009; TELLES e VASSALLO, 2006, 2009;
VASSALLO e TELLES, 2006, 2009)
Teletandem Principles
Autonomy
Non-mixture
of both
languages
Reciprocity
What are TELETANDEM sessions?
About 25
minutes’
interaction in
the native or
fluent
language
About 25
minutes’
interaction in
the foreign
language
Teletandem
Session: a Skype
meeting
About 1 hour
10 minutes’
feedback,
reflection,
evaluation,
planning
A regular teletandem session
(not chatting nor a private lesson)
• Focus on form and
content;
Conversation • Taking notes;
Language
feedback
Shared
reflection
• Using the notes
taken;
• Partners negotiate
how to be
corrected.
• Revisit agreements;
• Produce meaning;
Implementation then and
now
Then... Personal



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;
Now...
Institutional
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

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
Learning
for Foreign Language
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 learning
Responsible for their learning
Set learning goals
Plan and execute learning activities
Regularly 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/discoverlanguages/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.






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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-paresdeteletandem--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.



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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 : [email protected]
Marcia Fernanda Amaral Fontes: [email protected]
Maria do Rosário Gomes Lima da Silva: [email protected]