Abstract:

Within European contexts there has been considerable interest in promoting virtual exchanges within both university and school contexts (Jauregi & Melchor-Couto, 2017; O’Dowd, 2015). Within Canadian contexts, such interest has been much more limited, especially in school contexts (Giguère & Parks, 2018; Priego, 2011). This presentation reports on efforts to promote one type of virtual exchange, tandem language learning (TLL) or eTandems, within French language schools within the province of Quebec, Canada. Within this province, French is the official language. In French language schools, English as a second language is taught as an obligatory subject throughout the elementary grades and high school; Spanish is offered as an optional language in high school. Unlike certain languages taught in European schools where lingua franca exchanges are resorted to, the Quebec context is particularly well suited for TLL where students learning English (or Spanish) can be partnered up with target language speakers who are learning French. As within Canada both English and French are official languages at the national level, partners for English can be found in English language schools outside the province of Quebec or within the United States; partner schools for Spanish can be found notably in Mexico. TLL is defined in terms of three principles: bilingualism, reciprocity and autonomy (Little & Brammerst, 1996).

The present study took place during three school years (2020-2023) and involved several schools for varying periods of time. From a theoretical perspective, the results are interpreted from a sociocultural perspective, specifically Activity Theory (Engeström, 1987), which is particularly apt for understanding how contextual factors mediate attempts at innovation. Indeed, within this perspective, the ability to fully implement the innovation depends on the willingness of the actors to resolve problems – challenges – as they arise. The study was set up as an action research project (Levin, 1993) where the research team collaborated with teachers in a flexible manner. For each class involved, data were collected as follows: two questionnaires (one administered to students prior to the start of an eTandem exchange, the other following it), interviews with the teachers following the exchange, interviews with case study students from each class and the products produced by the latter. The main research question addressed in this presentation pertains to the challenges faced by the teachers who attempted to implement eTandem exchanges within their schools. The ways in which the researchers are continuing to support teachers’ efforts will also be addressed.

Keywords:

Innovation in school contexts, eTandem, virtual exchange, telecollaboration, action research.