Could you help me to
learn your language?
The Naples-Bochum Teletandem project
Amelia Bandini - University of Naples Federico II
bandini@unina.it
German language courses: situational context
• German as mother tongue is the most widespread
language in Europe
– Germany is economically the strongest country in
Europe
• A lot of young people want to migrate to Germany
• They need competences in German Language
• The majority of our students study English FL at
school and have none or only few competences in
German
• Language courses are generally designed like
traditional courses
– transmission model of education
– lack of native staff/contacts with native speakers
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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theoretical background
in adult contexts (university contexts):
Formal L2 learning:
INFLUENCE
language instruction
enhances cognitive processes
and has a positive impact on
L2 acquisition (Long 1983,
1988),
Informal L2 acquisition:
opportunities for communication in
terms of exposure to and production
in L2 authentic contexts enhance the
learning process (Swain 1995, Gass
2003)
Negotiation of meaning is able to help
certain cognitive processes necessary for
second language learning because by
becoming consciously aware of one’s own
production, output can serve the
metalinguistic function of helping to
internalize linguistic form. (Swain, 1995:
128).
Conversation is not only a medium of
practice, but also the means by which
learning takes places. In other words,
conversational interaction in a second
language forms the basis for the
development of language rather than
being only a form for practice of specific
language features (Gass, 2003: 234).
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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BANDINI AND MEUTER’S
CHALLENGE: TO ENRICH
FORMAL COURSES WITH
TELETANDEM ACTIVITIES
(BLENDED LEARNING)
… to combine
formal and
informal language
learning
environments
…to satisfy the need for
authentic communication
… to get in touch
with different way
of life and/or
lifestyles
… to acquire the cultural
dimension of the society
speaking the target language
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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in-tandem working modalities
Tandem in presence
•
•
Teletandem
foreign language learners, located
in different countries and linked
via various forms of electronic
communication, work together
and thus access more authentic
communication than is available
in classroom interaction.
collaborative learning (Telles/ Vassallo, 2006a)
Teleandem is a form of Computer-Supported Collaborative Learning :
(group)interactions among individuals are mediated by computers.
CSCL stresses collaboration among the students [...]. The learning takes place
largely through interactions among students. Students learn by expressing their
questions, pursuing lines of inquiry together, teaching each other and seeing
how others are learning.(Stahl, Koschmann,, &Suthers, 2006: 2)
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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Teletandem =
collaborative & autonomous learning
collaborative learners
when
what
they take
control of and
responsibility
for their own
learning
they develop
the ability to
monitor and
evaluate their
learning
process
how long
(O’Rourke2007)
Autonomous learners
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“Autonomy by learning” = “Learning to Learn”
“Autonomy by learning” or “Learning to
Learn” is one of the eight key competences
considered of strategic importance for
lifelong learning by the European Union.
European Countries are requested to
integrate it into their own educational
strategies.
the competence to pursue and
organize one's own learning,
either individually or in groups, in
accordance with one's own
needs, and awareness of
methods and opportunities .
http://europa.eu/legislation_summaries/education_trai
ning_youth/lifelong_learning/c11090_en.htm
Tandem activities:
• increase learners’ sensitivity to the way the target languages work
• raise students’ general metalinguistic awareness and ability to regulate the
language learning process and the use of language skills and knowledge outside
the classroom.
• improve learners capability to plan learning activities
(Autonomy in the sense by Holec 1981 and Little 1991).
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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Teletandem for basic language users
They need
linguistic
explanations …
… but native-speakers do not generally offer
analytical linguistic explanations: their
expertise is normally just an unreflecting
competence
Integration into formal courses
Teacher’s guidance
ECS credits for Italian students and reduction of homework for the
German ones.
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The Naples-Bochum Teletandem project
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wiki-based Teletandem
• supports collaborative learning, knowledge building and
promotes social acts;
• gives the possibility:
• to share materials: modify, add, remove texts, photos,
links and add comments to all pages posted by every
participant (collaboration);
• to reconstruct all interventions through the permanent
visual record (page history);
• to reflect on the partners’ use of the language
(language awareness
increasing of autonomy)
• gives the possibility to accomplish some learning tasks
asynchronously
flexible tool for language learning.
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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On the FrontPage acknowledgments on work modalities are posted
Extract from the home page
[…] The exchange involves learners attending German FL courses by the Departments of Political
Science and of Humanities of the University of Naples and those attending Italian FL courses by the
Language Center at the University of Bochum. (…)
We offer you the opportunity to interact on-line with native speakers to learn each other’s language
and culture. […]
Fill out the “questionnaire” that you find in the “Navigator” on the right menu of our workspace.
Meanwhile, following the instructions in the “create a page” session on the right menu, please create
your own page where you introduce yourself: photos or short movies are welcome!
Browse the presentation of your colleagues and add comments! […]
The learning activities on each topic are grouped in worksheets and organized in three distinct
phases related to the skills required by the Common European Framework of Reference:
comprehension and production of written texts, ability to understand, speak and interact in a
foreign language. […]
Each pair can freely choose to follow the directions or replace them with other activities, but it is
important that ALL phases of each worksheet are completed. When all activities on a topic are
completed, please fill in the“portfolio” with the aim to “reflect” on your work, i.e. on the
improvement of your language skills, on the difficulties that you have faced and on the
collaboration with your partner. Reflecting will improve your language awareness and as a
consequence your learning process! Teacher counselling is at your disposal!
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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The questionnaire to create the pairs
First name
Surname
Age
E-Mail
Course of study
How do you assess your language competences following the Common European
Framework of References? (several languages are required, write them into the boxes)
Have you already experienced ‘tandem learning’?
Which tool/s do you usually use for electronic communication (e.g. E-Mail , Instant
Messenger; Skype, chats...) ?
Have you already used a wiki software?
Why did you decide to work in e-Tandem? What expectations do you have ?
How old should your e-tandem partner be?
My partner should be (male/female)
Would you like to share common interests with your partner?
tutors match candidates taking into account the responses
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Introducing oneself
intended as a warm up section: each participant can write a comment on the page of
another participant and/or converse with him/her freely
The choice to create a wiki is also due to the intention to create a ‘community’ or group
in which all participants could share their production and take advantage from it, this
phase is intended to implement the feeling of ‘being a group’.
R.A. Page history last edited by R. A. 3 months ago
(German) Hallo, I am R,A., I’m 20 years old.
I come from Italy and I live in Pozzuoli nearby Naples.
I like music and art. I like to visit museums and to travel, with the aim to meet and
experience other cultures. I hope in my future I’ll work for the UNESCO
Comments (3) Delete all comments
S. S. said at 10:07 pm on Oct 28, 2013
(Italian) Hallo R.
I’m S. S., I am from Kojsnjak in Iraq, I live in Germany. I attend a master of Philosophy at
the University of Bochum. I live in a small flat in the centre of Köhln with my wife. I am 39.
I speak German, a little bit of English, Arab and now I’m learning Italian.
Reply Delete
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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The worksheets
In the workspace we
have set nine topics
linked to the language
competences and
communicative
situations at level
A1/A2 of CEFR
•
•
•
•
•
•
•
•
•
I Introduce a personality of my country
My holidays
Spare time
Studying abroad
How do I spend my day?
What do we eat?
The flat where I live
Shopping
Festivities
•Each topic has its worksheet where tasks are scheduled.
•Learning activities are divided into 2 stages :
•1st stage: collaborative learning activities (asynchronous
reading/writing and synchronous spoken activities).
•2nd stage: focus on form (reflecting activities)
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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1st stage: 3 phases related to the abilities previewed by the CEFR
How did you spend your holidays?
You have to plan your next vacation. Your partner wants to find out about your last
holidays. We are very curious: we want to read about your partner’s last holidays!
1st phase: Reading comprehension
Write in your mother tongue on a wiki page an Email to a travel agency asking for a
travel deal. Explain where you want to go, when, for how long, and where you would
like to stay overnight (hotel, bed and breakfast, apartment) ....
2nd phase: Oral interaction: listening and speaking
VoIP Session: describe your Holidays in your target language. Were they fun? Where
were you? Where did you stay (hotels, camp sites...)? What was the weather like? Your
partner will ask you questions in his/her mother tongue .
3rd phase: Writing
What did your tandem partner do during her/his holidays? On your wiki page write a
German text which summarizes the information that you got during the VoIP session.
Express your opinion about the way your partner spent her/his holidays. Ask your
partner to improve your text.
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1st STAGE: 1st PHASE: READING COMPREHENSION
participants work asynchronously: they have to create a new wiki page
dedicated to the selected topic and post a text in their native language.
• learning activities are focused on reading, acquiring vocabulary, idiomatic
expressions , syntax.
• we have tried to diversify text genres to give the participants the possibility to
experience different written modalities:
Spare time/Entertainment
Your partner is coming to Naples as an Erasmus student or as a tourist. What can
she/he do in her/his spare time? And where? Where can she/he play a sport? How
much does it cost? Where do young people meet between them? What do they
do?
1st phase: before the VoIP session, create a wiki page
Create a wiki page in which you illustrate to your Partner in Italian what you do in
your spare time, if you practice a sport and how much it costs. Add photos or
movies, suggest links to websites!. Tell your partner also what you would like to
do in your spare time in Bochum.
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Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
1st STAGE:
2nd PHASE=VoIP SESSION
Participants work
synchronously .
They meet together to speak
about the topic on which
they have already worked in
the first phase.
Each participant has to speak
in his/her target language
and has to help the partner
by giving feedback.
This phase must be divided into two parts and each part must be devoted to only one
language: first Tandem principle: languages must not be mixed (Telles/Vassallo, 2006: 5).
Video calling is suggested to facilitate comprehension and experience paralinguistic
features of communication.
Participants can use the tool they prefer, but this has to be equipped with a chat, which
can be used to write notes in case of lack of comprehension.
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1st STAGE:
3rd PHASE/a
WRITING
asynchronous work:
1. on the created wiki page participants post a text in their target
language in which they summarize the F2F session,
2. they help their partners by editing and/or commenting their texts
G.: S. ist in Paris in zusammen der Familie gewesen. Ist Sie sehr Glucklich des Turm Eiffel
bleiben. Die Eltern und der Bruder sind zum turm besteigen wherend wolltet Sabine
aber die treppen Benutzen (Es sind circa 700 Stufen).In Hotel in bei der Stadt schlaft
sie.Sie haben 300 euro bezahlen.
Sie ist dreimal in Berlin, in Barcellona und in Schweiz gewesen. Sabine nicht sehr reist.
Sie will in Paris mit dem seinem Freud fahren.
S. ist zusammen mit ihrer Familie in Paris gewesen. Sie war sehr glücklich den Eiffelturm
zu sehen. Ihre Eltern und ihr Bruder haben den Turm mit dem Aufzug bestiegen,
während Sabine aber lieber die Treppen benutzen wollte. (Es sind circa 700 Stufen). Sie
schliefen in einem Hotel außerhalb der Stadt. Sie ist dreimal in Berlin, in Barcelona und
in der Schweiz gewesen. Sabine reist nicht viel. Sie will mit ihrem Freund nach Paris
fahren. Molto bene!!! :D
S. was in Paris with her family. She enjoyed the Eiffel tower. Her parents and her brother
took the lift, while Sabine preferred to use the stairs. (There are about 700 steps). They
slept in a hotel outside the city. She has been to Berlin, Barcelona and Switzerland three
times . Sabine does not travel much. She wants to go to Paris with her boyfriend.
Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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1st STAGE: 3rd PHASE/ b: IMPROVING PARTNER’S TEXT
Text improvements change from one participant to another.
• 2 types of corrections:
• (a) explained in detail
• (b) / (c) in form of text recasting (reformulation of a learner’s erroneous
output into a target like[one]) Bower J., Kawaguchi S. (2011: 44).
(a) Vom 30. November - 9. Dezember ging ich nach Mailand, …
„ging“ ist die Form des Präteritum (Imperfetto) von „gehen“
„ich werde gehen“ ist die Futur Form
-->Vom 30. November - 9. Dezember werde ichnach Mailand gehen…
From 30 November to 9 December I went to Milan………
‘Went’ is past tense
‘I’m going’ is the future
From 30 November to 9 December I am going to Milan, …
(b)Mi piace che le tue ferie erano interessanti. Sono contenta che le tue ferie sono
state piacevoli.
I am very glad, that your holidays were amazing
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…improving partner’s text (b)
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2nd STAGE:
FOCUS ON FORM
Participants are required to reflect on the tandem
activities in terms of (un)successful relationship with
the partner and of achievement of linguistic and cultural
objectives, as well. We describe goals, language
activities and grammar skills, which should have been
developed during the work and ask participants to fill in
the PORTFOLIO that they find in the Navigator.
In that way they become aware whether learning
process has succeeded or failed somewhere and can
plan their further activities consciously and
autonomously.
Naples-Bochum e-Tandem - Amelia Bandini
- University of Naples Federico II bandini@unina.it
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Teletandem portfolio 2013-14
1st PHASE
In the first phase, I performed the following activities, to fulfill the VoIP phase:
Did I learn anything new?
2nd PHASE: VoIP SESSION
What was especially difficult during the VoIP session?
Did my partner help me as I expected?
What was particularly wrong in my output?
Did I learn anything new?
What would I like to improve or do differently in the next VoIP meeting?
3rd PHASE
In the 3rd phase I wrote a text in my target language on ….
What was particularly wrong in my output?
Did I learn anything new?
Did my partner help me as I would have expected:
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Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
Conclusions
Tandem activities improve the learning process of our formal courses because:
• FL production and peer-to-peer interaction with NS enhance the development
of language and the acquisition of language awareness and autonomy in
language learning;
• the combination of collaborative asynchronous written and synchronous
spoken activities help basic language users to success their learning process:
• reading/writing texts asynchronous activities: learners reflect on language
because they are far from it, something that is not easily accomplished in
speech (O’Rourke,2007). The possibilities of partners‘ collaboration and
text sharing supported by the wiki software facilitate this process.
• speaking and listening synchronous activities: Partners conversing face to
face co-construct meanings collaboratively and negotiate contents and
tone. The opportunity of immediate partner’s feedback and moreover of
experiencing his/her paralinguistic communication, supports the process of
language acquisition.
• getting in touch with different ways of life and/or lifestyles:
• encourages comparative analysis between learners’ own and other cultures
• triggers the acquisition of the cultural dimension of the society speaking the
target language.
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Participants’ feedback
M. : The work done through the project "e-tandem" gave me the
opportunity to improve my language skills. I learned to express
myself in German on topics of everyday life, although using very
simple linguistic expressions. We have had some difficulties,
because to hold a conversation in a foreign language when you
are not proficient causes always nervousness, but my partner
always helped me. The project brings us to relate to peers and
this is reassuring. Participation in this project was truly an
enriching experience. I hope to continue the exchanges with my
partner even after the end of the project. I have already discussed
this with my partner Julia. Her goal is to learn Italian, my goal is to
learn German!
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REFERENCES (1)
Bower J.; Kawaguchi S., (2011) Negoziation of meaning and corrective feedback in Japanese/English
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http://llt.msu.edu/issues/february2011/bowerkawaguchi.pdf
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Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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REFERENCES (2)
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Naples-Bochum e-Tandem - Amelia Bandini - University of Naples Federico II - bandini@unina.it
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