Telecollaborative practice in Brazil

Rampazzo, Laura; Cunha, J

doi:10.15448/2178-3640.2021.1.40023

Cited by 2 publications

(1 citation statement)

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“…Among the many virtual tools that can be used as a language learning context, teletandem has proven to be an innovative and successful context to provide students with opportunities to communicate with people from different regions of the world and, for instance, to learn additional languages (Benedetti;Consolo;Vieira-Abrahão, 2010;Telles, 2020;Rampazzo;Cunha, 2021;Telles, 2009), and, through interactions, develop their communicative competence Ferreira, 2018). By having access to people from other cultures and interacting with them, participants in teletandem interactions take an opportunity to learn about the other's cultures and deconstruct stereotypes that might exist (Brocco;Baptista, 2014;Salomão, 2019).…”

Section: (Tele)tandemmentioning

confidence: 99%

The use of project pedagogy in teletandem sessions

Figueiredo

2024

Dom. Ling.

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This article describes an online language learning context in which teletandem sessions (Telles, 2009) have been integrated into the syllabus of a Modern Languages Degree Course at the Universidade Federal de Goiás (UFG), Brazil, as an internationalization at home action. In the second semester of 2021, the subject “Aprendizaje de Portugués y Español en Teletandem” was offered with the participation of ten Brazilian students who were majoring in Spanish at the UFG, nine Argentine students from different undergraduate courses from the Universidad de Cuyo, and one undergraduate student from the Universidad de Buenos Aires. In this virtual learning context, the Brazilians could teach Portuguese to the Argentinians and improve their fluency in Spanish through interactions with them. They also had to develop a project about a chosen theme and work on it, considering the Brazilian and Argentine contexts. The data for this case study (Johnson, 1992) was obtained through video recordings of the interviews of two pairs of students. The results show that the participants could learn an additional language, improve their intercultural skills, and talk about real-world problems in Brazil and Argentina, like the lack of water in some cities, the devaluation of women’s work, etc. The students’ reflections on these topics made them more socially aware of living in a more harmonious world where diversity is highly valued.

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Section: (Tele)tandemmentioning

confidence: 99%

The use of project pedagogy in teletandem sessions

Figueiredo

2024

Dom. Ling.

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Intercultural Communication in Virtual Exchange

Helm

2024

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Virtual exchange is an educational approach that uses technology to bring together people from geographically and/or culturally distant locations in sustained online interactions, often intended to develop their intercultural awareness and understanding. Though the practice has existed for several decades, it has gained popularity in recent years, in part due to the recent Covid-19 pandemic and recourse to online tools for international and intercultural learning. This Element explores intercultural communication in virtual exchange by looking at how and why culture is made relevant in the pedagogical design and framing of virtual exchanges and what impact this might have on student positioning, power dynamics, and on intercultural learning. From this framework three broad approaches are outlined, which are defined as comparative, challenge-based, and dialogue-based. Each approach is explored through examples and the opportunities, limitations, and risks for intercultural learning.

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Telecollaborative practice in Brazil

Cited by 2 publications

References 23 publications

The use of project pedagogy in teletandem sessions

The use of project pedagogy in teletandem sessions

Intercultural Communication in Virtual Exchange

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