Role taking for teletandem pairs involved in multimodal online conversation: Some proposals for counseling practice
In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based o...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Cappellini, Marco [verfasserIn] Mompean, Annick Rivens [verfasserIn] |
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| Format: |
E-Artikel |
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| Erschienen: |
De Gruyter ; 2015 |
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| Schlagwörter: |
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| Umfang: |
22 |
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| Reproduktion: |
Walter de Gruyter Online Zeitschriften |
|---|---|
| Übergeordnetes Werk: |
Enthalten in: Language Learning in Higher Education - Berlin : de Gruyter, 2011, 5(2015), 1 vom: 30. Apr., Seite 243-264 |
| Übergeordnetes Werk: |
volume:5 ; year:2015 ; number:1 ; day:30 ; month:04 ; pages:243-264 ; extent:22 |
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| DOI / URN: |
10.1515/cercles-2015-0012 |
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NLEJ246738650 |
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| 520 | |a In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based on the tandem method, where two learners with different mother tongues learn each other’s language through multimodal online interaction. It relies on learner autonomy and reciprocity, which means that every learner is supposed to be half of the time learner of one language and half of the time expert in the other. Our study shows that teletandem partners assume expert and learner roles not only in relation to the language spoken, but also according to the topic discussed, generating what we call “crossed expertise”. Moreover, we identify different degrees in the use of multimodality. These findings help us to understand how roles are constructed in a self-guided language learning environment and in this way contribute to the improvement of tandem learning arrangements and the design of tandem learning environments. | ||
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10.1515/cercles-2015-0012 doi articles2015-2020.pp (DE-627)NLEJ246738650 DE-627 ger DE-627 rakwb Cappellini, Marco verfasserin aut Role taking for teletandem pairs involved in multimodal online conversation: Some proposals for counseling practice De Gruyter 2015 22 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based on the tandem method, where two learners with different mother tongues learn each other’s language through multimodal online interaction. It relies on learner autonomy and reciprocity, which means that every learner is supposed to be half of the time learner of one language and half of the time expert in the other. Our study shows that teletandem partners assume expert and learner roles not only in relation to the language spoken, but also according to the topic discussed, generating what we call “crossed expertise”. Moreover, we identify different degrees in the use of multimodality. These findings help us to understand how roles are constructed in a self-guided language learning environment and in this way contribute to the improvement of tandem learning arrangements and the design of tandem learning environments. Walter de Gruyter Online Zeitschriften role teletandem desktop videoconferencing multimodal online conversation Mompean, Annick Rivens verfasserin aut Enthalten in Language Learning in Higher Education Berlin : de Gruyter, 2011 5(2015), 1 vom: 30. Apr., Seite 243-264 (DE-627)NLEJ248235230 (DE-600)2645939-5 2191-6128 nnns volume:5 year:2015 number:1 day:30 month:04 pages:243-264 extent:22 https://doi.org/10.1515/cercles-2015-0012 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 5 2015 1 30 4 243-264 22 |
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10.1515/cercles-2015-0012 doi articles2015-2020.pp (DE-627)NLEJ246738650 DE-627 ger DE-627 rakwb Cappellini, Marco verfasserin aut Role taking for teletandem pairs involved in multimodal online conversation: Some proposals for counseling practice De Gruyter 2015 22 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based on the tandem method, where two learners with different mother tongues learn each other’s language through multimodal online interaction. It relies on learner autonomy and reciprocity, which means that every learner is supposed to be half of the time learner of one language and half of the time expert in the other. Our study shows that teletandem partners assume expert and learner roles not only in relation to the language spoken, but also according to the topic discussed, generating what we call “crossed expertise”. Moreover, we identify different degrees in the use of multimodality. These findings help us to understand how roles are constructed in a self-guided language learning environment and in this way contribute to the improvement of tandem learning arrangements and the design of tandem learning environments. Walter de Gruyter Online Zeitschriften role teletandem desktop videoconferencing multimodal online conversation Mompean, Annick Rivens verfasserin aut Enthalten in Language Learning in Higher Education Berlin : de Gruyter, 2011 5(2015), 1 vom: 30. Apr., Seite 243-264 (DE-627)NLEJ248235230 (DE-600)2645939-5 2191-6128 nnns volume:5 year:2015 number:1 day:30 month:04 pages:243-264 extent:22 https://doi.org/10.1515/cercles-2015-0012 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 5 2015 1 30 4 243-264 22 |
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10.1515/cercles-2015-0012 doi articles2015-2020.pp (DE-627)NLEJ246738650 DE-627 ger DE-627 rakwb Cappellini, Marco verfasserin aut Role taking for teletandem pairs involved in multimodal online conversation: Some proposals for counseling practice De Gruyter 2015 22 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based on the tandem method, where two learners with different mother tongues learn each other’s language through multimodal online interaction. It relies on learner autonomy and reciprocity, which means that every learner is supposed to be half of the time learner of one language and half of the time expert in the other. Our study shows that teletandem partners assume expert and learner roles not only in relation to the language spoken, but also according to the topic discussed, generating what we call “crossed expertise”. Moreover, we identify different degrees in the use of multimodality. These findings help us to understand how roles are constructed in a self-guided language learning environment and in this way contribute to the improvement of tandem learning arrangements and the design of tandem learning environments. Walter de Gruyter Online Zeitschriften role teletandem desktop videoconferencing multimodal online conversation Mompean, Annick Rivens verfasserin aut Enthalten in Language Learning in Higher Education Berlin : de Gruyter, 2011 5(2015), 1 vom: 30. Apr., Seite 243-264 (DE-627)NLEJ248235230 (DE-600)2645939-5 2191-6128 nnns volume:5 year:2015 number:1 day:30 month:04 pages:243-264 extent:22 https://doi.org/10.1515/cercles-2015-0012 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 5 2015 1 30 4 243-264 22 |
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10.1515/cercles-2015-0012 doi articles2015-2020.pp (DE-627)NLEJ246738650 DE-627 ger DE-627 rakwb Cappellini, Marco verfasserin aut Role taking for teletandem pairs involved in multimodal online conversation: Some proposals for counseling practice De Gruyter 2015 22 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based on the tandem method, where two learners with different mother tongues learn each other’s language through multimodal online interaction. It relies on learner autonomy and reciprocity, which means that every learner is supposed to be half of the time learner of one language and half of the time expert in the other. Our study shows that teletandem partners assume expert and learner roles not only in relation to the language spoken, but also according to the topic discussed, generating what we call “crossed expertise”. Moreover, we identify different degrees in the use of multimodality. These findings help us to understand how roles are constructed in a self-guided language learning environment and in this way contribute to the improvement of tandem learning arrangements and the design of tandem learning environments. Walter de Gruyter Online Zeitschriften role teletandem desktop videoconferencing multimodal online conversation Mompean, Annick Rivens verfasserin aut Enthalten in Language Learning in Higher Education Berlin : de Gruyter, 2011 5(2015), 1 vom: 30. Apr., Seite 243-264 (DE-627)NLEJ248235230 (DE-600)2645939-5 2191-6128 nnns volume:5 year:2015 number:1 day:30 month:04 pages:243-264 extent:22 https://doi.org/10.1515/cercles-2015-0012 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 5 2015 1 30 4 243-264 22 |
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In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based on the tandem method, where two learners with different mother tongues learn each other’s language through multimodal online interaction. It relies on learner autonomy and reciprocity, which means that every learner is supposed to be half of the time learner of one language and half of the time expert in the other. Our study shows that teletandem partners assume expert and learner roles not only in relation to the language spoken, but also according to the topic discussed, generating what we call “crossed expertise”. Moreover, we identify different degrees in the use of multimodality. These findings help us to understand how roles are constructed in a self-guided language learning environment and in this way contribute to the improvement of tandem learning arrangements and the design of tandem learning environments. |
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In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based on the tandem method, where two learners with different mother tongues learn each other’s language through multimodal online interaction. It relies on learner autonomy and reciprocity, which means that every learner is supposed to be half of the time learner of one language and half of the time expert in the other. Our study shows that teletandem partners assume expert and learner roles not only in relation to the language spoken, but also according to the topic discussed, generating what we call “crossed expertise”. Moreover, we identify different degrees in the use of multimodality. These findings help us to understand how roles are constructed in a self-guided language learning environment and in this way contribute to the improvement of tandem learning arrangements and the design of tandem learning environments. |
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In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based on the tandem method, where two learners with different mother tongues learn each other’s language through multimodal online interaction. It relies on learner autonomy and reciprocity, which means that every learner is supposed to be half of the time learner of one language and half of the time expert in the other. Our study shows that teletandem partners assume expert and learner roles not only in relation to the language spoken, but also according to the topic discussed, generating what we call “crossed expertise”. Moreover, we identify different degrees in the use of multimodality. These findings help us to understand how roles are constructed in a self-guided language learning environment and in this way contribute to the improvement of tandem learning arrangements and the design of tandem learning environments. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ246738650</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220820024026.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220814s2015 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/cercles-2015-0012</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">articles2015-2020.pp</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ246738650</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Cappellini, Marco</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Role taking for teletandem pairs involved in multimodal online conversation: Some proposals for counseling practice</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">De Gruyter</subfield><subfield code="c">2015</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">22</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">In this article we consider how the roles of learner and teacher are configured in a teletandem exchange between two students working in a university language centre with no external tutor present. Teletandem is a multilateral exchange (Lewis et al. 2011) via desktop videoconferencing. It is based on the tandem method, where two learners with different mother tongues learn each other’s language through multimodal online interaction. It relies on learner autonomy and reciprocity, which means that every learner is supposed to be half of the time learner of one language and half of the time expert in the other. Our study shows that teletandem partners assume expert and learner roles not only in relation to the language spoken, but also according to the topic discussed, generating what we call “crossed expertise”. Moreover, we identify different degrees in the use of multimodality. These findings help us to understand how roles are constructed in a self-guided language learning environment and in this way contribute to the improvement of tandem learning arrangements and the design of tandem learning environments.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">Walter de Gruyter Online Zeitschriften</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">role</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teletandem</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">desktop videoconferencing</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">multimodal online conversation</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Mompean, Annick Rivens</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Language Learning in Higher Education</subfield><subfield code="d">Berlin : de Gruyter, 2011</subfield><subfield code="g">5(2015), 1 vom: 30. Apr., Seite 243-264</subfield><subfield code="w">(DE-627)NLEJ248235230</subfield><subfield code="w">(DE-600)2645939-5</subfield><subfield code="x">2191-6128</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:5</subfield><subfield code="g">year:2015</subfield><subfield code="g">number:1</subfield><subfield code="g">day:30</subfield><subfield code="g">month:04</subfield><subfield code="g">pages:243-264</subfield><subfield code="g">extent:22</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/cercles-2015-0012</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-DGR</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">5</subfield><subfield code="j">2015</subfield><subfield code="e">1</subfield><subfield code="b">30</subfield><subfield code="c">4</subfield><subfield code="h">243-264</subfield><subfield code="g">22</subfield></datafield></record></collection>
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