Lärares interaktion i virtuell tandemundervisning

Research output: Chapter in Book/Conference proceedingConference contributionScientificpeer-review

Abstract

The development of digital tools for interaction has enabled computer-mediated communication as part of the communicative approach to language learning and teaching. This creates affordances for language learners to use their target language, e.g.through tandem language learning, that is, two-way learning in dyads of two students with different first languages. Previous studies on tandem language learning have mainly focused on the interaction between tandem partners in informal learning situations. In this paper, we scrutinise tandem learning applied to curriculum-based language teaching in combined physical and virtual learning environment (VLE). We describe the tandem teacher’s role by analysing teacher interactions in both environments. The data consist of video and screen recordings of teacher interactions. The results show that the teacher mainly observes, and seldom participates in interaction, especially in the VLE. In the physical classroom, the teacher focuses on facilitating through organizational tasks, and in the VLE acts as a language expert. Coaching the students in their roles in the tandem dyad is done in the physical classroom outside the actual tandem cooperation. The teacher interaction in virtual classroom tandem is notably narrower compared with both general classroom studies and tandem studies based entirely on face-to-face meetings in formal school context
Original languageSwedish
Title of host publicationTyöelämän viestintä III, Arbetslivskommunikation III, Workplace Communication III, Kommunikation im Berufsleben III
EditorsHeidi Hirsto, Mona Enell-Nilsson, Hannele Kauppinen-Räisänen, Nicole Keng
Place of PublicationVasa
Pages114-127
Number of pages14
ISBN (Electronic)2242-685X
Publication statusPublished - 31 Dec 2020
MoE publication typeA4 Article in a conference publication

Publication series

NameVAKKI Publications
Volume12
ISSN (Electronic)2242-685X

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