The Teacher's Role in Telecollaborative Language Learning: The Case of Institutional Integrated Teletandem
The purpose of this paper is to discuss the implications of integrating telecollaborative language learning projects into the higher education curriculum. Learning diaries, produced by EFL students from a Language Teacher Education course, were collected during eight weeks of an institutional integr...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Recursos: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Revista Brasileira de Lingüística Aplicada (Online) |
| Idioma: | inglés |
| OAI Identifier: | oai:periodicos.letras.ufmg.br:article/13576 |
| Acesso em linha: | http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/13576 |
| Access Level: | acceso abierto |
| Palavra-chave: | institutional integratated teletandem; telecollaboration; tasks; learning diaries |
| Resumo: | The purpose of this paper is to discuss the implications of integrating telecollaborative language learning projects into the higher education curriculum. Learning diaries, produced by EFL students from a Language Teacher Education course, were collected during eight weeks of an institutional integrated teletandem project between a Brazilian and a British university. Our analysis focused on the teacher´s role in mediating foreign language learning both in the classroom and through the learning diaries. We present evidence on what the professor does so that teletandem practice can contribute to language learning in the classroom and, by the same token, EFL lessons can assist autonomous telecollaborative learning. |
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