Teletandem and Teacher's Beliefs about Culture and Language: Deconstruction or Reinforcement of Stereotypes?

Autor/in	Salomão, Ana Cristina Biondo
Titel	Teletandem and Teacher's Beliefs about Culture and Language: Deconstruction or Reinforcement of Stereotypes?
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 9 (2019) 1, S.1-18, Artikel 1 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2019010101
Schlagwörter	Teacher Attitudes; Stereotypes; Intercultural Communication; Program Descriptions; Blended Learning; Portuguese; Language Teachers; Videoconferencing; Foreign Countries; Second Language Learning; Second Language Instruction; Faculty Development; Cultural Awareness; Postmodernism; Global Approach; Cooperative Learning; Sociocultural Patterns; Course Descriptions; Teacher Characteristics; Uruguay; Argentina; Brazil + Suchen Sie Ihr Suchwort? Lehrerverhalten; Klischee; Interkulturelle Kommunikation; Portugiesischunterricht; Language teacher; Sprachunterricht; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Postmoderne; Globales Denken; Kooperatives Lernen; Soziokulturelle Theorie; Kursstrukturplan; Argentinien; Brasilien
Abstract	The present scenario of globalization and intercultural communication brings about new language learning contexts, such as Teletandem, to connect language teaching from a local and global perspective through telecollaboration. In this article, some results of a qualitative research are presented, focusing on a blended extension course for continuing education of language teachers in the Teletandem Brasil Project. The participants were eight Brazilian teachers who made regular teletandem sessions with Uruguayan and Argentinean teachers of Portuguese as a foreign language through Skype. The data analysis pointed to the need to reflect whether teletandem practice leads to deconstruction or reinforcement of beliefs about language and culture for these teachers. In this way, the results pose a challenge to mediation in Teletandem practice, which ought to address concepts of language and culture from a postmodern perspective as well as practitioners' beliefs in order to allow the interactions to work as a context for reflection and deconstruction of stereotypes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01