ArticlePDF Available

Innovation dans un projet de télécollaboration orale en intercompréhension : bilan et perspectives du projet IOTT; Innovation in "IOTT": assessment and future plans of an oral telecollaboration project in intercomprehension;

December 2020
Alsic 23(Vol. 23)

DOI:10.4000/alsic.4790

License
CC BY-NC-ND 4.0

Authors:

Sandra Garbarino

University of Turin

Paola Leone

University of Salento

The paper aims at assessing a telecollaboration learning project named Intercompréhension Orale et Teletandem (IOTT), developed by University of Lyon 2 and University of Salento. It also points to the learning potential of plurilingual computer mediated synchronous communication across two different disciplines: an intercomprehension program and a foreign language teaching methodology course. After describing the pedagogical design (eg the activities carried out at international and local levels), the article offers a methodology (Cros, 2004) which allows authors to self-evaluate the project with regard to its effectiveness in the attainment of the desired results. Strengths and weaknesses are discussed, highlighting domains for gaining a deeper understanding of the scenario and for enhancing a theoretically enriched bottom-up analysis. The focal points of the proposed assessment are IOTT innovative features in relation to preceding Teletandem-based learning scenarios and to other intercomprehension online teaching/learning experiences. The evaluation process focuses as well on transformation and changes in educational values and practices; it actively engages students. Data collected by means of questionnaires, learning diaries, videorecordings of oral teletandem sessions and interviews with students show learners perceptions of the experience. The assessment of IOTT is carried out bearing in mind the improvement of its pedagogical design in order to optimize learning in future teletandem projects for plurilingual education.

Content uploaded by Sandra Garbarino

Content may be subject to copyright.

Alsic

Apprentissage des Langues et Systèmes d'Information

et de Communication

Vol. 23, n° 2 | 2020

Pratiquesplurilingues,apprentissagedeslangueset

numérique

Innovation dans un projet de télécollaboration

orale en intercompréhension : bilan et perspectives

du projet IOTT

Innovation in "IOTT": assessment and future plans of an oral telecollaboration

project in intercomprehension

SandraGarbarinoetPaolaLeone

Éditionélectronique

URL : http://journals.openedition.org/alsic/4790

DOI : 10.4000/alsic.4790

ISSN : 1286-4986

Éditeur

Adalsic

Référenceélectronique

Sandra Garbarino et Paola Leone, « Innovation dans un projet de télécollaboration orale en

intercompréhension : bilan et perspectives du projet IOTT », Alsic [En ligne], Vol. 23, n° 2 | 2020, mis en

ligne le 19 décembre 2020, consulté le 12 février 2021. URL : http://journals.openedition.org/alsic/

4790 ; DOI : https://doi.org/10.4000/alsic.4790

Ce document a été généré automatiquement le 12 février 2021.

CC-by-nc-nd

Línguas e culturas nos discursos educativos: revisões da literatura no âmbito da educação plurilingue e intercultural

Book

Full-text available

Feb 2022

Interculturalidad sin fronteras: hermenéutica del concepto en proyectos de aprendizaje desarrollados en la Raya luso-española

Article

Full-text available

Mar 2025

The concept of interculturality undertakes a variable understanding depending on the theoretical frameworks mobilized and the social and geopolitical contexts in which it is applied. This study aims to understand its hermeneutics in the learning projects developed in the 2021/2022 course of the “Proyecto Escuelas Bilingües e Interculturales de Frontera”. Implemented in 1st to 6th grade classes in schools in the Luso-Spanish border, the projects were analyzed considering the categories: (1) knowledges about cultural elements beyond borders and (2) intercultural educational dynamics. The results show that most of the projects prioritize knowledges about objective regional and national culture, apart from one, which adopts a global citizenship perspective. These knowledges assumed a practical strand in performative intercultural dynamics, using multiliteracies; and relational, visible above all in cross-border meetings and in the involvement of various stakeholders in a paradigm of school as an ecosystem. El concepto de interculturalidad adquiere comprensión variable en función de los marcos teóricos movilizados y los contextos sociales y geopolíticos en los que se aplica. Este estudio pretende comprender su hermenéutica en los proyectos de aprendizaje desarrollados en el curso 2021/2022 del “Proyecto Escuelas Bilingües e Interculturales de Frontera”. Implementados en clases de 1.º a 6.º grado en escuelas en la Raya luso-española, los proyectos fueron analizados considerando las categorías: (1) conocimientos sobre elementos culturales transfronterizos y (2) dinámicas educativas interculturales. Los resultados muestran que su mayoría prioriza conocimientos sobre cultura regional y nacional objetiva, con excepción de uno, que adopta una perspectiva de ciudadanía global. Estos conocimientos asumieron forma práctica mediante dinámicas interculturales performativas, recurriendo a multiliteracies; y también relacionales, visibles sobre todo en encuentros transfronterizos y en la implicación de los stakeholders en un paradigma de escuela como ecosistema. O conceito de interculturalidade adquire compreensões variáveis consoante os quadros teóricos mobilizados e os contextos sociais e geopolíticos nos quais surge aplicado. Este estudo visa compreender a sua hermenêutica nos projetos de aprendizagem desenvolvidos na edição 2021/2022 do “Projeto Escolas Bilingues e Interculturais de Fronteira”. Implementados em turmas do 1.º ao 6.º ano em escolas da Raia luso-espanhola, os projetos foram analisados considerando as categorias: (1) conhecimentos sobre elementos culturais transfronteiriços e (2) dinâmicas educativas interculturais. Os resultados demonstram que a sua maioria prioriza conhecimentos sobre cultura regional e nacional objetiva, com exceção de um, que adota uma perspetiva de cidadania global. Estes conhecimentos concretizam-se através de dinâmicas interculturais performativas, recorrendo a multiliteracias; e também relacionais, visíveis sobretudo nos encontros transfronteiriços e no envolvimento dos stakeholders num paradigma de escola como ecossistema.

Comment former une communauté d’apprentissage par et pour la communication multilingue. Analyse SWOT du dispositif COIL “UCIL-IC”

Article

Full-text available

Jan 2024

Cette recherche dresse un premier bilan d’UCIL-IC1, un projet qui a permis de jeter des bases pour la communication plurilingue au sein de la communauté d’apprentissage internationale virtuelle UNITA. Réunis dans le cadre du projet d’Université européenne UNITA, les étudiants peuvent apprendre la pratique de l’interaction plurilingue à travers des cours hybrides réunissant les leçons en présentiel et la télécollaboration. A partir de la rentrée 2021, les universités partenaires ont organisé localement des formations à l’intercompréhension. Afin d’introduire plus de variété linguistique et permettre un apprentissage par la pratique à travers l’interaction avec les pairs, un projet de type COIL2 a été mis en place. En prévision de la poursuite du projet UNITA (2023-2027) et après avoir effectué cette expérience didactique deux années de suite, nous dressons un premier bilan de la formation en observant de près les forces, les faiblesses et les opportunités de celle-ci pour la communauté UNITA, ainsi que les menaces qui risquent d’entraver sa poursuite. Les questions que nous nous poserons aboutiront à la compréhension de ce qu’il nous faudra garder ou au contraire changer à l’avenir pour assurer la continuité du projet UCIL-IC. Nous chercherons des réponses, entre autres, dans le forum de la plateforme Moodle d’UNITA, dans les enregistrements vidéo des rencontres des groupes de travail, dans les journaux de bord des apprenants, dans les questionnaires administrés au début et à la fin des formations ainsi que dans les échanges entre les enseignantes impliquées.

"Our interaction was very productive": levels of reflection in learners' diaries in teletandem

Article

Dec 2023

This investigation aims to analyze what Brazilian participants say about teletandem interaction in their diaries and how (or if) they reflect upon it. Data are elicited from 350 diaries written in English and stored in MulTeC (Multimodal Teletandem Corpus) (Aranha & Lopes, 2019) and compiled by 333 fragments of text in which the most frequent word, "interaction", (Leone et al., ongoing) occurs. The analytical framework is based on Moon´s (2004) reflective writing and Garcia et al. (2017)'s proposal of metacognitive operations. Results reveal that 41% of the fragments featured mere descriptions of the events that occurred during the interaction, while most (59%) of them presented some degree of reflection. In our data, reflection seems to be based on: (i) the assessment of the interaction, in line with Garcia et al. (2017)´s proposal that assessment represents a frequent metacognitive operation; (ii) recognition of different elements that are relevant for language learning in teletandem, ie, partner's collaboration and task specificities. Our findings also indicate that the other metacognitive operations (setting goals, planning, selecting resources, managing emotions) support or motivate the judgments made by learners. This finding corroborates the notion proposed in other research (Moon, 2004, 2010) that writing diaries may promote reflection, which is a fundamental aspect of autonomous learning.

Skills needed for telecollaboration in a multilingual environment: framework and task

Article

Dec 2023

In this article, we propose a framework of skills for telecollaboration in a plurilingual environment. It can be used by language teachers in higher education to prepare students for telecollaboration, using plurilingual practices and digital resources. The framework we have designed is anchored in a humanistic conception of education (Maslow & Rogers, 1971; Ryan & Deci, 2017). More specifically, we place the skill of collaborating at distance (Henri & Lundgren-Cayrol, 2003; Daele & Charlier, 2006) at the very centre of the telecollaboration skill. Digital literacies (Ollivier et al., 2018) and plurilingual practices (CARAP, 2012; REFIC, 2019) complete the skills framework. An example of a task, which relies on the framework, is proposed. The task is intended for engineering students and doctoral students from two French higher education institutions.

Compétences pour télécollaborer dans un environnement plurilingue : référentiel et tâcheSkills needed to telecollaborate in a multilingual environment: framework and task

Article

Dec 2022

In this article, we propose a framework of skills for telecollaboration in a plurilingual environment. It can be used by language teachers in higher education to prepare students for telecollaboration, using plurilingual practices and digital resources. The framework we have designed is anchored in a humanistic conception of education (Allport et al., 1971; Ryan & Deci, 2017). More specifically, we place the skill of collaborating at distance (Henri & Lundgren-Cayrol, 2003; Daele & Charlier, 2006) at the very centre of the telecollaboration skill. Digital literacies (Ollivier et al., 2018) and plurilingual practices (Carap, 2012, Refic, 2019) complete the skills framework. An example of a task in FFL, which relies on the framework, is proposed. The task is intended for engineering students and doctoral students from two French higher education institutions.

Moving from an internal databank to a sharable multimodal corpus: the MulTeC case

Article

Full-text available

Jul 2019

The amount of data produced during teletandem practice can be considered extensive. Since 2011, teletandem researchers at UNESP (Sao Paolo State University) at São José do Rio Preto have been worried about compiling and organizing the data from groups of Brazilian and American students who interact via internet tools to learn each other´s language. This paper aims at describing how the data generated from 2012-2015 and collected according to the procedures described by Aranha, Luvizari-Murad and Moreno (2015) were treated and transformed into Multimodal Teletandem Corpus (MulTeC).

Virtual exchanges as complex research environments: facing the data management challenge. A case study of Teletandem Brasil

Article

Full-text available

Aug 2020

Although there is a move toward open data, with research funding bodies more frequently requiring data management plans and dissemination strategies, the data management challenges inherently linked to virtual exchange research are understudied. Data collection is often reported upon in papers addressing interaction analysis or language development, but little attention has been paid to offering critical discussion of data collection and structuration methods or practical advice to encourage data/corpora dissemination. This paper reports on two phases of the Multimodal Teletandem Corpus project (Aranha & Lopes, 2019) that structured 581 hours of video data from Portuguese-English teletandem sessions, 351 chat logs, 956 written productions exchanged between the partners (original, revised, and corrected versions), 91 initial and 41 final questionnaires, and 666 learning diaries. We describe the data management problems faced that included the organization of data collected, ethical consent, management of a large quantity of data, inclusion of sociolinguistic information, expansion of learning theories, and the solutions found. We then outline data management planning steps that, consequently, are being introduced for future telecollaboration instantiations.

Sviluppare competenze in intercomprensione di livello avanzato: Il contributo dei descrittori del REFIC

Article

Full-text available

Dec 2019

Sandra Garbarino

The present paper discusses the progression of interaction skills in contexts of intercomprehension mediated by ICT (forums, chats and VoIP). It illustrates how the Language Centre of Lyon 2 University faced the challenge of creating a pluriannual course of intercomprehension among Romance languages integrated into the academic curriculum. This important acknowledgement, related to the linguistic policy of the university, naturally led to the creation of a syllabus extended over 4 semesters. The courses outline was structured by taking into account the descriptors of the REFIC (Référentiel de compétences de communication en intercompréhension), the literature on curricular integration of intercomprehension and the results of action-research.

Un Référentiel de compétences de communication plurilingue en intercompréhension: REFIC

Article

Full-text available

Dec 2019

Plurilingualism, as an individual resource and as an educational goal, is today a challenge launched by European policies and by the reality of educational environments. Through the development of their communicative competence, the latter feel the need to prepare their students to actively participate as full citizens in complex democratic societies and in a globalised world. The linguistic and cultural diversity that characterizes these educational environments redoubles the interest for a plurilingual perspective to language teaching. A plural approach (CARAP, 2007) such as intercomprehension between related languages – i.e. an approach which emphasizes the receptive skills in order to understand and interact in a situation where everyone speaks or writes in their language – has proved to be a powerful catalysts for plurilingual education seeking to develop the linguistic, communicative and cultural repertoire of the individual, rather than the mastery of one or more languages. In this article we will propose a framework describing communicative competences in intercomprehension for learners ant teachers as well (REFIC). This framework aims to provide a guide for programming and a basis for assessing competences acquired in the context of a plurilingual approach to language learning such as intercomprehension.

REVISITING THE CONCEPT OF COMMUNITY TO FOSTER ITS APPLICABILITY TO TELECOLLABORATION

Article

Full-text available

Sep 2019

The aim of this article is to discuss the concept of community in multimodal contexts of telecollaborative projects, specifically the one named teletandem (TELLES, 2006). Discourse communities (DC) are groupings of individuals who get together in order to achieve their communicative purposes through genres (SWALES, 1990). Although the concept has been extensively discussed in academic settings, there seems to be a lack of studies involving the theme and its importance for telecollaboration. One attempt in doing so is Silva’s (2012) account of the teletandem community (TC), in which she investigates students who participate in the project Teletandem Brasil Foreign Languages for All (Teletandem Brasil: Língua Estrangeira para Todos). Our starting point is her criteria for defining TC and our analysis derives from our intense and attentive observation of teletandem practice at teletandem laboratory at UNESP – São José do Rio Preto. The results indicate that members of communities that are occasionally gathered in telecollaboration contexts tend to be governed by local and external rules, form complex organizations and share genres to achieve their goals.

The Teacher’s Role in Telecollaborative Language Learning: The Case of Institutional Integrated Teletandem

Article

Full-text available

Sep 2019

Teletandeem is a model of telecollaboration in which pairs of speakers of different languages meet virtually and regularly in order to learn each other’s language. The purpose of this paper is to discuss the pedagogical implications of integrating teletandem into the foreign language syllabus, focusing on the professor’s dual role: teaching English in regular face-to-face lessons and mediating virtual autonomous and collaborative learning in teletandem. 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, how EFL lessons can aid in autonomous telecollaborative learning.

L'intercompréhension: une autre approche pour l'enseignement des langues

Book