Variáveis influenciadoras da continuidade ou descontinuidade de parcerias de Teletandem à luz da teoria da atividade

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Relações de poder em parcerias de teletandem

Pós-graduação em Estudos Linguísticos - IBILCE

O professor mediador e os interagentes (brasileiro e estrangeiro) no projeto teletandem Brasil: línguas estrangeiras para todos' : legitimação de crenças e/ou (re) construção de competências?

Pós-graduação em Estudos Linguísticos - IBILCE

Teletandem: acordos e negociações entre os pares

Pós-graduação em Estudos Linguísticos - IBILCE

The interlanguage development in the spanish learning as foreign language in Teletandem under the View of the Complexity Theory

This article presents, under the perspective of Complexity Theory, the characteristics of the learning process of Spanish as a foreign language in Teletandem. Data were collected from two pairs of Portuguese-Spanish interagents, who were engaged in a systematic and regular interaction, based on the tandem principles. It was found that the learning experience is developed with the peculiarities that arise from the context, agents, members and their nuances, which revealed the presence of a shallow space between the systems of native and foreign languages.

O gênero acadêmico em questão: uma análise sociorretórica de resumos de dissertações de mestrado do projeto Teletandem Brasil

The goal of this paper is to investigate the academic genre abstract of master's thesis in the context of the research project Teletandem Brasil: foreign languages for all. Taking as starting point the concepts of genre from the social-rhetorical perspective we analyzed ten abstracts of theses (a genre which is already legitimized) related to that project (which is a relatively new context). As a result of the analysis, we noticed the occurrence of a phenomenon that we called reduction of rhetorical effort, which consists in erasing rhetorical units that justify the validity of the research described in the abstracts analyzed. Among the contributions of this paper, we can highlight relevant reflections not only to the discourse communities that support the academic genre but also to the researchers who aspire to a place in this niche.

A teoria da complexidade na aprendizagem de espanhol em Teletandem

Pós-graduação em Estudos Linguísticos - IBILCE

O que os pares de Teletandem (não) negociam: práticas para um novo contexto online interativo para o ensino/aprendizagem de línguas estrangeiras no século XXI

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A autonomia no contexto Teletandem institucinal integrado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A trajetória do projeto Teletandem Brasil: da modalidade institucional não-integrada à institucional integrada

The purpose of this paper is to present the road taken by the Teletandem Brasil Project (Telles, 2006) and describe the modifications that have occurred in relation to the implementation of teletandem activities, which implies changes from a non-integrated modality to an integrated one (Brammerts, 1996). In order to do so, a characterization of the initial context assumed by the project is presented – non-integrated institutional teletandem - in contrast with the new environment fostered by a partnership between UNESP (Universidade Estadual Paulista) and UGA (University of Georgia). This new partnership has allowed the inclusion of teletandem into the foreign language syllabus, characterizing the institutional integrated teletandem. We also show the activities derived from this new modality.

O ensino de línguas próximas (português e espanhol) em diferentes contextos (sala de aula e teletandem): contribuições para a formação inicial do professor de línguas

Neste artigo, temos por objetivo apresentar resultados parciais de um projeto de pesquisa institucional em Linguística Aplicada, no qual se busca compreender como ocorre a prática inicial docente em contextos diversamente configurados de ensino/aprendizagem de língua estrangeira (presencial e virtual), bem como de que maneira esses contextos podem se favorecer mutuamente e favorecer a formação reflexiva e crítica do professor de línguas, em/para um mundo contemporâneo. É possível perceber a atitude reflexiva de uma professora de língua estrangeira em formação inicial, especialmente quanto a ensinar e aprender línguas tipologicamente próximas como o português e o espanhol. Os resultados indicam que a experiência de vivenciar a dinâmica de um contexto didático convencional de ensino de línguas (sala de aula), ao lado da experiência de ensinar sua língua materna em um contexto de configurações didáticas inovadoras (teletandem), foi especialmente importante para a formação crítica da futura professora de línguas e para a conscientização sobre a prática de ensinar línguas irmãs em tempos de inovação tecnológica.

Reflexõs sobre a linguagem do ambiente chat no Teletandem sob a perspectiva da natureza heterogênea da escrita

This paper aims at discussing the characteristics of computer mediated language within a foreign language teaching and learning environment enabled by the use of synchronic writing resources – chat. The present research is based on (i) theoretical principles about the use of technologies and the teaching-learning of foreign languages in the scope of the Teletandem Brazil Project: Foreign languages for all – Projeto Teletandem Brasil: línguas estrangeiras para todos (TELLES, 2005); (ii) studies on the characteristics of the language within chat interactions; (iii) different theoretical perspectives on the relationship between spoken and written language, emphasizing the constitutive heterogeneity of writing perspective (CORRÊA, 1997, 1998, 2001); and (iv) some relevant concepts related to Prosodic Phonology field (NESPOR; VOGEL, 1986). Is being taken as research data, the written production of a Brazilian student (finishing a Licentiate in Literature) interacting with an American student (in Religious Studies) through Windows Live Messenger. The data were collected during a five-month period, during which the participants interacted through chat, totalizing 12 interactions in English and in Portuguese. During the analysis, a particular attention was given to the messages’ fragmentation, the use (or not) of punctuation signs and abbreviations within the Brazilian participant’s production, in order to discuss the representations she built of her writing, her interlocutor, herself and on the teaching-learning process of a foreign language.

Componentes e dinâmicas organizacionais de uma parceria para a aprendizagem de português e alemão via teletandem

The article aims to share results of a study case of ethnographic basis which focus two foreign language learners, one is Portuguese and the other is German, and their commitment in helping each other mutually learning such languages (LUVIZARI-MURAD, 2011). We specifically propose to introduce a systemic outlook of the foreign language process via Teletandem, in terms of the elements which compound it and of how such components interact and configurea space of transformation and development for its participants.

A formação pré-serviço do professor de língua estrangeira em curso de licenciatura: crenças e reflexões em experiências de estágio supervisionado em diferentes contextos (sala de aula e teletandem)

This article aims to show the results of an institutional research in Applied Linguistics, which tries to comprehend how the initial teaching practice occurs in diversely figured contexts of foreign language teaching-learning (on-site and virtual), as well as how such contexts may mutually favor and encourage reflective and critical training of the language teacher in/for a contemporary world. It´s possible to notice a reflective attitude of four Brazilian foreign language (Spanish, English and Italian) teachers in initial training, especially regarding some aspects related to the teaching-learning languages process, such as roles of the participants; relevance of meaningful interaction; engaged cultures; teaching of a foreign language and mother tongue teaching as foreign one; teaching and learning typologically similar languages; constitution of the place to learn-teachIt´s possible to notice a reflective attitude of four Brazilian foreign language (English, Italian and Spanish) teachers in pre-service education, especially about some aspects of language teaching and learning process, such as the role of the participants; the relevance of significant interactions; the involved cultures; the teaching of a foreign language and the teaching of the mother tongue as a foreign language; the teaching of similar languages as Portuguese and Spanish; and the constitution of the place of teaching and learning languages. The results indicate that the experience of experiencing the dynamics of a conventional didactic context of language teaching (classroom), alongside to the experience of teaching and learning in a context of virtual educational settings (teletandem), it was especially important for the critical training of the future language teachers and to the awareness about the practice of teaching languages in times of technological innovation.