Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven Lerntagebüchern

Detalhes bibliográficos
Autor(a) principal: Evangelista, Maria Cristina Reckziegel Guedes
Data de Publicação: 2019
Outros Autores: Salomão, Ana Cristina Biondo
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Pandaemonium Germanicum (Online)
Texto Completo: https://www.revistas.usp.br/pg/article/view/151434
Resumo: The collaborative context of language learning in Teletandem (TELLES; VASSALLO 2006) involves the principles of autonomy, reciprocity and separation of languages, as well as the mediation of the partnerships (in Vygotskian terms). This article aims to discuss the formats of teletandem mediation, by focusing on the strategies used to reconcile the management of interactions (SALOMÃO 2008) through reflective journals in our specific educational context This qualitative investigation is based on the analysis of a corpus of reflective journals produced after teletandem sessions by Brazilian students and the feedback offered by the mediators. The Brazilian participants wrote journal entries after practicing teletandem with speakers of the following foreign languages: English, German, Italian, and Spanish. They address a wide range of topics, covering aspects of technology, foreign language learning, methodological issues, as well as comments on the relationship with their partners. The data suggest great potential of the journals and the feedback for participants, mediators and coordinators to evaluate specific issues of collaborative language learning in the teletandem, as well as other relevant aspects for the pedagogical supervision of the project.
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spelling Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven LerntagebüchernMediation in Teletandem: From face-to-face sessions to reflective journalsFremdsprachenlernenTeletandemMediationreflexive Lerntagebücherforeign language learningTeletandemmediationreflective journalsThe collaborative context of language learning in Teletandem (TELLES; VASSALLO 2006) involves the principles of autonomy, reciprocity and separation of languages, as well as the mediation of the partnerships (in Vygotskian terms). This article aims to discuss the formats of teletandem mediation, by focusing on the strategies used to reconcile the management of interactions (SALOMÃO 2008) through reflective journals in our specific educational context This qualitative investigation is based on the analysis of a corpus of reflective journals produced after teletandem sessions by Brazilian students and the feedback offered by the mediators. The Brazilian participants wrote journal entries after practicing teletandem with speakers of the following foreign languages: English, German, Italian, and Spanish. They address a wide range of topics, covering aspects of technology, foreign language learning, methodological issues, as well as comments on the relationship with their partners. The data suggest great potential of the journals and the feedback for participants, mediators and coordinators to evaluate specific issues of collaborative language learning in the teletandem, as well as other relevant aspects for the pedagogical supervision of the project.Der kollaborative Kontext des Sprachenlernens im Teletandem (TELLES; VASSALLO 2006) basiert auf den Prinzipien der Autonomie, der Gegenseitigkeit und der Einsprachigkeit sowie auf der Sprachlernberatung oder Mediation der Partnerschaften (in der Perspektive Vygotskys). Dieser Artikel behandelt die Möglichkeiten der Sprachlernberatung im Teletandem und die in unserem spezifischen Bildungskontext verwendeten Strategien für die pädagogische Betreuung der Tandeminteraktionen (SALOMÃO 2008) durch reflexive Lerntagebücher. Diese qualitative Untersuchung basiert auf der Analyse eines Korpus von Lerntagebüchern und vom schriftlichen Feedback der Mediatoren. Die brasilianischen Teilnehmer schrieben Lerntagebücher nach Interaktionen mit Sprechern der Sprachen Englisch, Deutsch, Italienisch und Spanisch. Sie behandeln verschiedene Themenbereiche wie Technologie, Fremdsprachenlernen, methodologische Aspekte und auch Bemerkungen zu ihrem Verhältnis zu den Partnern. Die Daten weisen auf ein großes Potenzial der reflexiven Lerntagebücher und des Feedbacks der Mediatoren für Teilnehmer, Mediatoren und Koordinatoren hin, in denen spezifische Fragen des kollaborativen Sprachenlernens im Teletandem sowie andere für die pädagogische Betreuung des Projekts relevante Aspekte behandelt und bewertet werden können.Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/pg/article/view/15143410.11606/1982-88372236153Pandaemonium Germanicum; v. 22 n. 36 (2019); 153-1771982-88371414-1906reponame:Pandaemonium Germanicum (Online)instname:Universidade de São Paulo (USP)instacron:USPenghttps://www.revistas.usp.br/pg/article/view/151434/148317Copyright (c) 2019 Pandaemonium Germanicuminfo:eu-repo/semantics/openAccessEvangelista, Maria Cristina Reckziegel GuedesSalomão, Ana Cristina Biondo2019-02-12T14:58:17Zoai:revistas.usp.br:article/151434Revistahttp://www.scielo.br/pgPUBhttps://old.scielo.br/oai/scielo-oai.php||pandaemonium@usp.br1982-88371414-1906opendoar:2023-09-13T11:52:53.232782Pandaemonium Germanicum (Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven Lerntagebüchern
Mediation in Teletandem: From face-to-face sessions to reflective journals
title Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven Lerntagebüchern
spellingShingle Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven Lerntagebüchern
Evangelista, Maria Cristina Reckziegel Guedes
Fremdsprachenlernen
Teletandem
Mediation
reflexive Lerntagebücher
foreign language learning
Teletandem
mediation
reflective journals
title_short Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven Lerntagebüchern
title_full Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven Lerntagebüchern
title_fullStr Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven Lerntagebüchern
title_full_unstemmed Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven Lerntagebüchern
title_sort Sprachlernberatung im Teletandem: von face-to-face Interaktionen zu reflexiven Lerntagebüchern
author Evangelista, Maria Cristina Reckziegel Guedes
author_facet Evangelista, Maria Cristina Reckziegel Guedes
Salomão, Ana Cristina Biondo
author_role author
author2 Salomão, Ana Cristina Biondo
author2_role author
dc.contributor.author.fl_str_mv Evangelista, Maria Cristina Reckziegel Guedes
Salomão, Ana Cristina Biondo
dc.subject.por.fl_str_mv Fremdsprachenlernen
Teletandem
Mediation
reflexive Lerntagebücher
foreign language learning
Teletandem
mediation
reflective journals
topic Fremdsprachenlernen
Teletandem
Mediation
reflexive Lerntagebücher
foreign language learning
Teletandem
mediation
reflective journals
description The collaborative context of language learning in Teletandem (TELLES; VASSALLO 2006) involves the principles of autonomy, reciprocity and separation of languages, as well as the mediation of the partnerships (in Vygotskian terms). This article aims to discuss the formats of teletandem mediation, by focusing on the strategies used to reconcile the management of interactions (SALOMÃO 2008) through reflective journals in our specific educational context This qualitative investigation is based on the analysis of a corpus of reflective journals produced after teletandem sessions by Brazilian students and the feedback offered by the mediators. The Brazilian participants wrote journal entries after practicing teletandem with speakers of the following foreign languages: English, German, Italian, and Spanish. They address a wide range of topics, covering aspects of technology, foreign language learning, methodological issues, as well as comments on the relationship with their partners. The data suggest great potential of the journals and the feedback for participants, mediators and coordinators to evaluate specific issues of collaborative language learning in the teletandem, as well as other relevant aspects for the pedagogical supervision of the project.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/pg/article/view/151434
10.11606/1982-88372236153
url https://www.revistas.usp.br/pg/article/view/151434
identifier_str_mv 10.11606/1982-88372236153
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/pg/article/view/151434/148317
dc.rights.driver.fl_str_mv Copyright (c) 2019 Pandaemonium Germanicum
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Pandaemonium Germanicum
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
dc.source.none.fl_str_mv Pandaemonium Germanicum; v. 22 n. 36 (2019); 153-177
1982-8837
1414-1906
reponame:Pandaemonium Germanicum (Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Pandaemonium Germanicum (Online)
collection Pandaemonium Germanicum (Online)
repository.name.fl_str_mv Pandaemonium Germanicum (Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||pandaemonium@usp.br
_version_ 1800221978990215168

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