Edited By Claudia Grümpel and Analía Cuadrado Rey
Telecollaboration has been applied in foreign language education for more than two decades. This corpus study on telecollaboration in Third Language Learning has been carried out in institutional (CEFR) and non-institutional settings following the principle of autonomy in the framework of Higher Education implementing online tandems and student recordings in order to analyze discourse patterns. The chapters of this issue are original studies on corpus data of the L3Task project reflecting findings and new research paradigms and instruments that consolidate teaching and research methodology on online tandem practice for third language learning.
Series Editors’ Preface (Melinda Dooly / Robert O’Dowd)
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MELINDA DOOLY & ROBERT O’DOWD
Universitat Autònoma de Barcelona, Spain & Universidad de Leòn, Spain
Series Editors’ Preface
This series is dedicated to promoting a wider understanding of the activity of telecollaboration in educational settings. Telecollaboration refers to the engagement of groups of students in online intercultural interaction and collaboration with partner classes from other cultural contexts or geographical locations, under the guidance of educators and/or expert facilitators. The application of such activity may include different subject areas (e.g. Foreign Language Education, History, Science) as well as different educational contexts, including but not limited to primary, secondary, university and adult education.
This fifth volume in our series looks at e-tandem and provides a detailed overview about how this model of online intercultural interaction can contribute to the learning of multiple languages in plurilingual language learning environments –an area of growing relevance in educational research, policy and practice (Dooly & Moore, 2017).
E-tandem is one of the oldest forms of telecollaboration and has been an area of research for over 20 years now (Warschauer, 1995; Brammerts, 1996). In the e-tandem model (O’Rourke, 2007), two native speakers of different languages communicate together with the aim of learning the other’s language, and messages are typically written 50% in the target and 50% in the native language, thereby providing each partner with an opportunity to practice their target language and, at the same time, provide their partner with...
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