Comparative aspects in telecollaboration contexts: Portuguese-Spanish Teletandem
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The purpose of this article is to discuss the comparative aspects that emerge during the Portuguese and Spanish teletandem interactions and their relations with the teaching and learning process of these languages as foreign languages in this context. Therefore, we support our discussion on the comparative studies of Spanish and Portuguese (Fanjul; Gonzalez, 2014), which focus on the proximities and distances between these two languages as well as their implications for teaching and learning processes. The data analyzed come from questionnaires applied to teletandem interactants. The methodological perspective of the work finds support in the grounded theory (Charmaz, 2009), based on a systematic data collection, which, after analysis, allow the construction of an interpretative representation of the studied phenomena. The discussions undertaken here may serve as an input to mediators and interactors working in this language teaching and learning environment, so that they can direct and enhance the process from the comparative analysis between these two languages.