The Overcoming of an Intercultural Misunderstanding in Teletandem

Schaefer, Rodrigo

doi:10.5433/2237-4876.2019v22n3p50

Cited by 5 publications

(11 citation statements)

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“…Tandem, which is related to an autonomous virtual mode of foreign language learning, where two students learn each other's language (BRAMMERTS, 1996(BRAMMERTS, , 2003, can be regarded, according to Telles (2015) and Schaefer (2019aSchaefer ( , 2019b), as a specific example of telecollaboration. Brammerts (1996) makes clear that learning foreign languages in tandem involves two people of different languages working in partnership "to learn more about one another's character and culture, to help one another improve their language skills, and often also to exchange additional knowledge for example, about their professional life" (p. 10).…”

Section: )mentioning

confidence: 99%

“…For example, first she/he can take the opportunity to point out that "tandem is the name given to the bicycle operated by more than one person and this metaphor is brought to a context of learning foreign languages where students exercise autonomy in a collaborative and reciprocal way" 15 (GARCIA, 2015, p. 1541). Furthermore, linking back to the section Review of Literature, the teacher can highlight that tandem is a specific mode of telecollaboration (O'DOWD, 2013;SCHAEFER, 2019aSCHAEFER, , 2019b, address definitions of this mode (BRAMMERTS, 1996(BRAMMERTS, , 2003O'DOWD, 2012) and discuss its three guiding principles, that is to say, autonomy, reciprocity and separate use of languages (BRAMMERTS, 1996(BRAMMERTS, , 2003TELLES, 2006;TELLES, 2009TELLES, , 2015.…”

Section: Week 1: Initial Presentation To Students Regarding the Activities To Be Carried Out In The Application Tandem Language Exchange:mentioning

confidence: 99%

“…Salomão (2012), Almeida (2014), Funo (2015, Telles (2015) and Schaefer (2019aSchaefer ( , 2019b argue for the salutary effect of pedagogical mediation in telecollaborative exchanges, since the teacher can help students in the development of the activities as a whole. Most importantly, she/he can bring language learners to reflect upon different cultural representations (KRAMSCH, 1993(KRAMSCH, , 2005BYRAM, 1997;LOPES;FRESCHI, 2016;SCHAEFER, 2019aSCHAEFER, , 2019b, as these representations could raise negative views (BYRAM, 1997) During the pedagogical mediation moments over these weeks, in addition to possible reflections on cultural issues, the teacher can focus on linguistic aspects (LEONE; TELLES, 2016), including vocabulary, grammar and idiomatic expressions. By way of illustration, it is possible to reconcile linguistic-grammatical content within the BI English curriculum with discursive needs that may emerge during the interactions in the application.…”

Section: Weeks 2 3 4 and 5: Out-of-class Interactions In The Application Tandem Language Exchange: Speak And Learn Languages And Pedagogimentioning

confidence: 99%

“…First and foremost, we recommend that the BI teacher should accompany their students (ALMEIDA, 2014;TELLES, 2015;SCHAEFER, 2019aSCHAEFER, , 2019b throughout the development of the activities, as was the case with the activities related to the First Stage.…”

Section: Week 6: Initial Presentation To Students Regarding the Activities On Digital Storiesmentioning

confidence: 99%

“…A possible way to provide the practice of the four language skills -reading, writing, speaking and listening -, as well as the contact between people from different countries and cultures, is through telecollaborative activities (O'DOWD, 2006(O'DOWD, , 2013(O'DOWD, , 2018SCHAEFER, 2019aSCHAEFER, , 2019bHEEMANN, 2019;SALBEGO;LORENSET, 2019). O'Dowd (2013, p. 123) defines telecollaboration as "the application of online communication tools to bring together classes of language learners in geographically distant locations to develop their foreign language skills and intercultural competence through collaborative tasks and project work".…”

Section: Introductionmentioning

confidence: 99%

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A theoretical-methodological proposal for the use of ICTs in English classes in Brazilian educational institutions

Schaefer

Heemann

2021

RLR

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A possible way to provide oral and written English practice by using Information and Communication Technologies (ICTs) is through telecollaborative activities (SCHAEFER; HEEMANN, 2019). O’Dowd (2013) defines telecollaboration as the use of online technologies in the context of language teaching and learning with students who are geographically dispersed. Another possibility to favor the practice of English using ICTs is through digital stories, understood as the inclusion of multiple digital resources in storytelling (CASTAÑEDA, 2013). Drawing on scholars such as Brammerts (1996, 2003), Lambert (2006, 2007), Almeida (2014), O’Dowd (2012, 2013), Tumolo (2015) and Schaefer (2019), this study aims at presenting a theoretical-methodological proposal, which involves the use of ICTs, for English classes in Brazilian educational institutions. On the basis of the presentation of our theoretical-methodological proposal, we suggest that activities that utilize ICTs have the potential to produce challenges that may lead to language learning, student motivation, collaborative work and reflection.

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Section: )mentioning

confidence: 99%

Section: Week 1: Initial Presentation To Students Regarding the Activities To Be Carried Out In The Application Tandem Language Exchange:mentioning

confidence: 99%

Section: Weeks 2 3 4 and 5: Out-of-class Interactions In The Application Tandem Language Exchange: Speak And Learn Languages And Pedagogimentioning

confidence: 99%

Section: Week 6: Initial Presentation To Students Regarding the Activities On Digital Storiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A theoretical-methodological proposal for the use of ICTs in English classes in Brazilian educational institutions

Schaefer

Heemann

2021

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“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home

Schaefer¹

2022

Dom. Ling.

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Belli et al. (2018) explain that the myth of the Tower of Babel, described in the Holy Bible, alludes to the intercultural relations in today’s world, because the Tower was located in a major economic and cultural center of the ancient world. Telecollaboration, defined as the use of online technologies in the area of language teaching and learning between students who are geographically distant (O’DOWD, 2013a), plays an important role in promoting intercultural interactions in the Internationalization at Home (O’DOWD, 2019) context. The latter stands for a more inclusive internationalization, achieved by domestic activities, and not only by international academic mobility (CROWTHER et al., 2000). For Luna (2018b), the process of Internationalization of the Curriculum occurs in the light of the intercultural approach (KRAMSCH, 2014), whereas Gil (2016) argues that such approach should be conceptualized based on the interaction between language and culture. This study aims at discussing how the interaction between language and culture related to the intercultural approach can lead students “to go down the Tower of Babel” through telecollaborative activities in the context of Internationalization at Home. With respect to the results, two telecollaborative domestic actions, under the author’s coordination, appear to indicate that there have been opportunities towards the process of “going down the tower”, since many concerns related to the current world, e.g. cultural differences, stereotypes and the environment, where students can to take both an insider and an outsider’s perspective (KRAMSCH, 2011), are at the heart of the discussions.

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Internacionalização em casa pela telecolaboração:

Schaefer

Heemann

2021

RET

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A telecolaboração, definida como o uso de tecnologias on-line no ensino-aprendizagem de línguas entre alunos geograficamente dispersos (O’DOWD, 2013a) assume, conforme O’Dowd (2021), relevância para a comunicação intercultural no contexto da Internacionalização em Casa (IeC) (BEELEN; JONES, 2015). Esta última representa uma internacionalização mais inclusiva, materializada pelo desenvolvimento de competências, tais como a competência internacional, a intercultural e a global, no interior da própria instituição. Considerando que o processo de Internacionalização do Currículo (IoC) ocorre à luz da abordagem intercultural (LUNA, 2018a), um exercício de reflexão por parte dos autores deste estudo concernente ao grau de internacionalização da disciplina Inglês Instrumental em um curso do Instituto Federal Catarinense (IFC) revelou que a referida disciplina não abrange indicativos de internacionalização alicerçados nos aportes teóricos da IoC pela perspectiva intercultural. Uma alternativa encontrada foi a implementação de três ações, envolvendo telecolaboração mediante projetos, articuladas com a disciplina em tela. Nosso estudo, de abordagem qualitativa, teve o objetivo de discutir como a IeC tem sido materializada no IFC por meio da telecolaboração. Os dados que foram submetidos a análises foram coletados mediante relatos de experiência e entrevista. O estudo mostrou que as atividades telecolaborativas têm contribuído para processos iniciais de IeC na instituição, no sentido de que tem havido oportunidades para o encontro e diálogo interculturais entre brasileiros e falantes de espanhol e de inglês de diferentes países. Ainda, tem sido possível, por meio de tais atividades, fomentar a discussão sobre essencialismos culturais, pensamentos hegemônicos e diferentes questões relacionadas às sociedades contemporâneas.

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The Overcoming of an Intercultural Misunderstanding in Teletandem

Cited by 5 publications

References 8 publications

A theoretical-methodological proposal for the use of ICTs in English classes in Brazilian educational institutions

A theoretical-methodological proposal for the use of ICTs in English classes in Brazilian educational institutions

“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home

Internacionalização em casa pela telecolaboração:

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