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            <title xml:lang="fr">Télécollaboration asymétrique entre apprenants de français et d'anglais : avantages et enjeux</title>
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                <forename type="first">Krastanka</forename>
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                <forename type="first">Martine</forename>
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                    <forename type="first">Martine</forename>
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                <title level="j">Mélanges CRAPEL</title>
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                <term xml:lang="en">autonomy</term>
                <term xml:lang="en">communication strategies</term>
                <term xml:lang="en">higher education</term>
                <term xml:lang="en">plurilingual education</term>
                <term xml:lang="en">intercultural telecollaboration</term>
                <term xml:lang="fr">autonomie</term>
                <term xml:lang="fr">stratégies de communication</term>
                <term xml:lang="fr">enseignement supérieur</term>
                <term xml:lang="fr">éducation plurilingue</term>
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              <p>Online collaborative exchanges among L2 learners based on digital technologies have many advantages but also raise concerns. Different kinds of asymmetries often affect the pedagogical design, such as the level of the target and source language, age and learning goals. This study reports on the results of a bilingual telecollaboration project between students learning English in France and students learning French in Bulgaria. Although the two groups are significantly asymmetrical and have difficulties related to the used technology, the experiment gives positive results, particularly regarding mutual support for language learning, cultural and intercultural perspectives and the development of learner autonomy. Available online: https://www.atilf.fr/wp-content/uploads/publications/MelangesCrapel/file-42-6-1.pdf</p>
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              <p>Les échanges collaboratifs à distance entre apprenants de L2 s'appuyant sur le numérique présentent de nombreux atouts mais suscitent également des réserves. Des asymétries de différentes natures influent souvent sur l'ingénierie pédagogique, telles que le niveau de langue cible et source, l'âge et les objectifs d'apprentissage. Cette étude fait le bilan d'une télécollaboration bilingue entre étudiants qui apprennent l'anglais en France et des étudiants qui apprennent le français en Bulgarie. Malgré les asymétries importantes entre les deux groupes et les difficultés liées aux technologies, la présente expérience donne des résultats positifs concernant l'étayage réciproque pour apprendre les deux langues, les ouvertures culturelles et interculturelles, ainsi que le développement de l'autonomie d'apprentissage. Disponible en ligne: https://www.atilf.fr/wp-content/uploads/publications/MelangesCrapel/file-42-6-1.pdf</p>
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