João A. Telles

Bio: João A. Telles is an academic researcher from Sao Paulo State University. The author has contributed to research in topics: Foreign language & First language. The author has an hindex of 9, co-authored 26 publications receiving 380 citations. Previous affiliations of João A. Telles include Pontifícia Universidade Católica de São Paulo & State University of Campinas.

Foreign Language Learning In-Tandem: Theoretical Principles and Research Perspectives

Abstract: Foreign language learning in-tandem involves pairs of (native or competent) speakers whose aim is to learn each other’s language by means of bilingual conversation sessions. It is still not widespread in Brazil. Within this autonomous, reciprocal and collaborative learning context, each partner becomes both a learner of the foreign language and a tutor of his/her mother tongue (or language in which he/she feels proficient). In this article, we introduce the principles and characteristics of foreign language learning in-tandem, propose a deepening of these principles, and outline our alternative proposal – Teletandem, an online Tandem that uses the reading, writing, audio and video-conference tools of the Windows Live Messenger. Research about Teletandem is currently being developed within the context of the Brazilian project Teletandem Brasil: Foreign Languages for all, at Sao Paulo State University – Assis, S. J. do Rio Preto -, and its results will be presented in forthcoming publications.

Foreign language learning In-Tandem: Teletandem as an alternative proposal in CALLT1

Abstract: EnglishIn a previous paper on this journal (Vassallo & Telles, 2006), we presented the theoretical bases and practical procedures of two modes of foreign language learning in-tandem approach – face-to-face tandem and e-tandem. Now, in this article, we introduce our proposal of a third mode of Tandem – the Teletandem, as an alternative in CALLT. Teletandem is a virtual Tandem that uses the online writing, reading, audio and video resources of the Windows Live Messenger. Next, we wish to outline and to argue for the applicability of the theoretical and practical principles of this third mode of Tandem within the context of a research project – Teletandem Brasil: Foreign languages for all. One of the central aims of this project is to promote, by means of the virtual space of the Teletandem, the contact of Brazilian university students with the peoples of the international community and the exchange of their respective languages and cultures. portuguesEm publicacao anterior nesta mesma revista (Vassallo & Telles, 2006), apresentamos a fundamentacao teorica e os procedimentos praticos de duas modalidades da abordagem a aprendizagem de linguas estrangeiras in-tandem - o tandem face-a-face e o e-tandem. Neste artigo, apresentamos nossa proposta de uma terceira modalidade – o Teletandem, como uma nova opcao em CALLT. Trata-se de um Tandem virtual que utiliza as ferramentas on-line de escrita, leitura, audio e video do aplicativo Windows Live Messenger. Em seguida, descrevemos e argumentamos pela viabilizacao dos principios teoricos e praticos desta terceira modalidade de Tandem no contexto de um projeto de pesquisa – o Teletandem Brasil: Linguas estrangeiras para todos. Um dos objetivos centrais deste projeto e proporcionar, por meio do espaco virtual do Teletandem, o contato dos alunos universitarios brasileiros com outros povos da comunidade internacional e, por meio deste contato, o intercâmbio de suas respectivas linguas e culturas.

"É pesquisa, é? Ah, não quero, não, bem!" Sobre pesquisa acadêmica e sua relação com a prática do professor de línguas.

Abstract: Controversial issues related to the gap between university based research and teachers’ practice are discussed in this essay. These issues are: the importance of teachers’ contribution to knowledge production, the distinction between knowledge produced by the university and the teacher’s personal practical knowledge, the ethics and principle of cooperativeness, entry into the field, teacher-researcher relationship, modes of inquiry and their respective methods of collecting documentary materials. Finally, syntheses of five modes of qualitative inquiry into educational processes and classroom practices are presented and their possible results are discussed with the intention of either softening or bridging the gap between university based research and teachers’ pedagogical practice.

Learning foreign languages in teletandem: Resources and strategies

Abstract: Teletandem is a virtual, collaborative, and autonomous context in whichtwo speakers of different languages use the text, voice, and webcamimage resources of VOIP technology (Skype) to help each other learntheir native language (or language of profi ciency). This paper focuseson learners’ studying processes and their responses to teletandem. Wecollected quantitative and qualitative data from 134 university studentsthrough an online questionnaire. Results show the content of students’learning processes, resources, activities, and strategies. We conclude witha critical discussion of the results and raise pedagogical implications forthe use o-f teletandem as a mode of online intercultural contact to learnforeign languages.

Biographical connections: Experiences as sources of legitimate knowledge in qualitative research

Abstract: In the narrative that follows, the author establishes biographical connections between a few marker events of his life history and the research topic he set himself to explore: teachers' critical awareness of language. By using a bricolage of qualitative research methods (narrative inquiry, hermeneutic phenomenology, heuristic research and arts-based research), the narrator illustrates the use of experiences as sources of legitimate knowledge in the research process. A composite portrait - a synthesis of the essential descriptions and meaningful interpretations of his experiences - is, then, presented in the form of a poem that illustrates a process of personal and professional growth and of becoming increasingly and critically aware of the construction of a teacher-self.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Time and Narrative

Abstract: In the first two volumes of this work, Paul Ricoeur examined the relations between time and narrative in historical writing, fiction, and theories of literature. This final volume, a comprehensive reexamination and synthesis of the ideas developed in volumes 1 and 2, stands as Ricoeur's most complete and satisfying presentation of his own philosophy.

Postmodern Subjects, Postmodern BodiesThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary WestYearning: Race, Gender, and Cultural PoliticsGender Trouble: Feminism and the Subversion of Identity

Abstract: Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics