Language-related episodes in Teletandem sessions: implications on the education of teachers of Portuguese as a foreign language

Abstract

The project ‘Teletandem and transculturality in online foreign languages interactions via webcam’ (TELLES, 2011) promotes interaction through Skype between Brazilian students and students from various courses of foreign universities. During teletandem interactions, participants provide explanations about their mother tongue or about the language in which they are proficient. Therefore, this study focuses on the language-related episodes (SWAIN; LAPKIN, 1998) which emerge in teletandem sessions. It aims to investigate how Brazilian students (pre-service language teachers) answer questions about Portuguese as a foreign language. Methodologically, data were analyzed according to the interpretative-qualitative paradigm. Theoretically, the study is grounded on the concepts of Focus on Form (LONG, 1991) and Language Awareness (HAWKINS, 1984). This paper intends to show how important it is that teletandem practitioners - who are future teachers of foreign languages - develop a reflective attitude towards language practices. Through the analysis, it is possible to notice that teletandem may provide an environment to discuss and reflect upon the language because of the language-related episodes that emerge during the interactions. Thus, it may contribute to the education of language teachers, mainly for those who aim to work with Portuguese as a foreign language.