Experiences of Practicing Tandem Portuguese/English at a University in the State of Mato Grosso: Problems and Challenges
DOI:
https://doi.org/10.37467/gka-revhuman.v1.687Keywords:
Narrative Inquiry, Language teaching and learning, TandemAbstract
This paper aims to present and discuss teaching and learning experiences of Portuguese and English in a project developed at a Brazilian public university located in the state of Mato Grosso. The project counts on the collaboration of an American university and its main goal is to establish tandem partnerships via MSN Messenger. Tandem is a collaborative context in which two people proficient in different languages establish a partnership in order to exchange linguistic and/or cultural knowledge, or any other kind of knowledge. The theoretical foundations for this study are drawn from ideas in Computer Assisted Language Learning, tandem, and collaborative learning. Narrative Inquiry, according Clandinin and Connelly (2000), is used as the research methodology. The field texts involve excerpts of interactions between three participants of the project and their tandem partners, and narratives written by these participants and by me, as the mediator. Although the project is being developed, it was possible to realize that participants faced difficulties while dealing with the autonomy and reciprocity necessary for learning in-tandem.
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