Integrating telecollaborative language learning into Higher Education: a study on teletandem practice

Abstract

Telecollaborative learning can be implemented at higher education institutions as an independent practice or as a blended setting integrated into classroom activities. Considering telecollaborative practices in European universities, some researchers proposed categories and levels of classroom and institutional integration. Teletandem, a model of telecollaboration implemented at UNESP (Universidade Estadual Paulista), involves two speakers of different languages who use the text, voice, and webcam image resources of VOIP technology to help each other learn their native language (or language of proficiency). This paper aims at describing and discussing the different teletandem learning set-ups implemented at the Brazilian university in relation to the levels of integration described by Brammerts (2002; 2003) and Lewis & O’Dowd (2016). The discussion is based on the data collected by means of a questionnaire answered by teletandem practitioners (teachers and researchers) at UNESP. Results revealed low levels of integration both into classroom and into institutional practices.