The document discusses the teletandem framework as an online tool for language learning, emphasizing key principles like equality, reciprocity, and autonomy. A preliminary study involving Brazilian and Italian students highlights the motivations, uses, and impact of teletandem, revealing that it offers a more dynamic learning experience compared to traditional methods. The authors also mention the potential for teletandem to facilitate collaboration and innovation in language education through online platforms.

1. as a tool
to learn languages online
in teletandem
Teresa Cardoso, Univ. Aberta (Portugal)
Filipa Matos, Univ. de Salerno (Itália)

2.  TELETANDEM
FRAMEWORK
tandem
e-tandem
teletandem

3.  TELETANDEM
KEY PRINCIPLES
(Panichi, 2002)
equality
reciprocity
autonomy

4.  TELETANDEM
RESOURCES
(Instant Messaging/Voip)
easy
free
flexible

5.  TELETANDEM BRAZIL
FOREIGN LANGUAGES FOR ALL
http://www.teletandembrasil.org/home.asp
Italian as a context
Portuguese to collaboratively teach and
learn foreign languages

6.  PRELIMINARY STUDY
TARGET
Italian students
Brazilian students
(FL courses)

7.  PRELIMINARY STUDY
METHODOLOGY
questionnaires
interviews
contents analysis

8.  PRELIMINARY STUDY
AIMS
(research questions)
uses?
motivations?
impact?

9.  PRELIMINARY STUDY
MAIN CONCLUSIONS
teletandem
new CALLT option
satisfaction

10.  PRELIMINARY STUDY
USES
“Thus, through an instant messaging
program we can practice the language
and not just study the grammatical
issues (which is what happens in the
university)” #22

11.  PRELIMINARY STUDY
MOTIVATIONS
“To be able to learn more about this issue
with greater commodity and easiness.
As we are in a world of technology, we
have to adapt to the tools that might
make our work easier. And, besides, it
is a great opportunity to know people
from different countries” #6

12.  PRELIMINARY STUDY
IMPACT
“more dynamic and allows for a contact
with the language in the «event». And
this is very different from learning by the
method of didactical repetitions, etc.” #5
“I can practice directly and rapidly, in an
illustrative and efficient way with a
native speaker of the foreign language I
am learning” #10

13.  THE SCHOOL 2.0
TELETANDEM
prospects
constraints
challenges

14.  THE SCHOOL 2.0
collaboration
interaction
skype
teletandem
access
foreign languages
innovation
learning online
creativity
e-learning
anytime and “anywhere in the world”
assynchrony

15. Thank you!
Teresa Cardoso, Univ. Aberta (Portugal)
tcardoso@univ-ab.pt