TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENT

Detalhes bibliográficos
Autor(a) principal: Lopes Messias, Rozana Aparecida [UNESP]
Data de Publicação: 2020
Outros Autores: Telles, Joao Antonio [UNESP]
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.20396/etd.v22i3.8655293
http://hdl.handle.net/11449/197909
Resumo: Teletandem enables future teachers of foreign languages the intercultural contact with a foreigner. In this virtual synchronous space via webcam, a person teaches his/her own language, or learns the mother tongue or language of competence of his/her teletandem partner. In this article, we argue (a) that the teletandem can be considered as a third space or a hybrid technological context; and (b) that, in addition to developing oral competence in the target language, this context can provoke future teachers' reflections on the pedagogy of foreign languages. We argue that both characteristics facilitate the professional development of future language teachers. We aim to investigate: (a) how this online intercultural contact mobilizes the commitment of the future foreign language teacher with his/her own professional training, and (b) how mediation activities (that follow the teletandem interactions) function as triggers of reflective processes on teaching and on learning foreign languages. The study was based on a teletandem partnership between a Brazilian and a Mexican university. We adopted a critical qualitative approach to the analyses of audio-recordings of group mediation sessions in which future Portuguese/Spanish teachers participated. The results of the analyses describe the characteristics of the online intercultural contact via teletandem. Although well articulated by the teacher educator, they bring the potential of theorizing and of critical observation of the students' own actions as teachers of foreign languages who are engaged in the process of their professional development.
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spelling TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENTLanguage teacher trainingTeletandemReflection on practiceThird spaceTeletandem enables future teachers of foreign languages the intercultural contact with a foreigner. In this virtual synchronous space via webcam, a person teaches his/her own language, or learns the mother tongue or language of competence of his/her teletandem partner. In this article, we argue (a) that the teletandem can be considered as a third space or a hybrid technological context; and (b) that, in addition to developing oral competence in the target language, this context can provoke future teachers' reflections on the pedagogy of foreign languages. We argue that both characteristics facilitate the professional development of future language teachers. We aim to investigate: (a) how this online intercultural contact mobilizes the commitment of the future foreign language teacher with his/her own professional training, and (b) how mediation activities (that follow the teletandem interactions) function as triggers of reflective processes on teaching and on learning foreign languages. The study was based on a teletandem partnership between a Brazilian and a Mexican university. We adopted a critical qualitative approach to the analyses of audio-recordings of group mediation sessions in which future Portuguese/Spanish teachers participated. The results of the analyses describe the characteristics of the online intercultural contact via teletandem. Although well articulated by the teacher educator, they bring the potential of theorizing and of critical observation of the students' own actions as teachers of foreign languages who are engaged in the process of their professional development.Univ Estadual Paulista Julio de Mesquita Filho UN, Assis, SP, BrazilUniv Estadual Paulista Julio de Mesquita Filho UN, Assis, SP, BrazilUniv Estadual Campinas, Fac EducacaoUniversidade Estadual Paulista (Unesp)Lopes Messias, Rozana Aparecida [UNESP]Telles, Joao Antonio [UNESP]2020-12-12T00:26:23Z2020-12-12T00:26:23Z2020-07-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article731-750http://dx.doi.org/10.20396/etd.v22i3.8655293Etd Educacao Tematica Digital. Campinas: Univ Estadual Campinas, Fac Educacao, v. 22, n. 3, p. 731-750, 2020.1676-2592http://hdl.handle.net/11449/19790910.20396/etd.v22i3.8655293WOS:000564530100014Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporEtd Educacao Tematica Digitalinfo:eu-repo/semantics/openAccess2024-06-13T18:44:51Zoai:repositorio.unesp.br:11449/197909Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:30:22.129490Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENT
title TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENT
spellingShingle TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENT
Lopes Messias, Rozana Aparecida [UNESP]
Language teacher training
Teletandem
Reflection on practice
Third space
title_short TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENT
title_full TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENT
title_fullStr TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENT
title_full_unstemmed TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENT
title_sort TELETANDEM AS THIRD SPACE IN FOREIGN LANGUAGE TEACHER DEVELOPMENT
author Lopes Messias, Rozana Aparecida [UNESP]
author_facet Lopes Messias, Rozana Aparecida [UNESP]
Telles, Joao Antonio [UNESP]
author_role author
author2 Telles, Joao Antonio [UNESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Lopes Messias, Rozana Aparecida [UNESP]
Telles, Joao Antonio [UNESP]
dc.subject.por.fl_str_mv Language teacher training
Teletandem
Reflection on practice
Third space
topic Language teacher training
Teletandem
Reflection on practice
Third space
description Teletandem enables future teachers of foreign languages the intercultural contact with a foreigner. In this virtual synchronous space via webcam, a person teaches his/her own language, or learns the mother tongue or language of competence of his/her teletandem partner. In this article, we argue (a) that the teletandem can be considered as a third space or a hybrid technological context; and (b) that, in addition to developing oral competence in the target language, this context can provoke future teachers' reflections on the pedagogy of foreign languages. We argue that both characteristics facilitate the professional development of future language teachers. We aim to investigate: (a) how this online intercultural contact mobilizes the commitment of the future foreign language teacher with his/her own professional training, and (b) how mediation activities (that follow the teletandem interactions) function as triggers of reflective processes on teaching and on learning foreign languages. The study was based on a teletandem partnership between a Brazilian and a Mexican university. We adopted a critical qualitative approach to the analyses of audio-recordings of group mediation sessions in which future Portuguese/Spanish teachers participated. The results of the analyses describe the characteristics of the online intercultural contact via teletandem. Although well articulated by the teacher educator, they bring the potential of theorizing and of critical observation of the students' own actions as teachers of foreign languages who are engaged in the process of their professional development.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-12T00:26:23Z
2020-12-12T00:26:23Z
2020-07-01
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.20396/etd.v22i3.8655293
Etd Educacao Tematica Digital. Campinas: Univ Estadual Campinas, Fac Educacao, v. 22, n. 3, p. 731-750, 2020.
1676-2592
http://hdl.handle.net/11449/197909
10.20396/etd.v22i3.8655293
WOS:000564530100014
url http://dx.doi.org/10.20396/etd.v22i3.8655293
http://hdl.handle.net/11449/197909
identifier_str_mv Etd Educacao Tematica Digital. Campinas: Univ Estadual Campinas, Fac Educacao, v. 22, n. 3, p. 731-750, 2020.
1676-2592
10.20396/etd.v22i3.8655293
WOS:000564530100014
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Etd Educacao Tematica Digital
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 731-750
dc.publisher.none.fl_str_mv Univ Estadual Campinas, Fac Educacao
publisher.none.fl_str_mv Univ Estadual Campinas, Fac Educacao
dc.source.none.fl_str_mv Web of Science
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
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