Teletandem is a virtual context of learning languages based on principles of autonomy and reciprocity in which two peers collaborate to learn the language of each other. Usually, the interactions occur in institutional groups mediated by a professor or a graduate student. This paper aims to describe the role of a mediator and the process of mediation in Portuguese and Spanish Teletandem. Previous studies have analyzed how the Teletandem practice in the context of very close languages, such as Portuguese and Spanish, presents some inherent specificity related to the natural possibility of certain intercommunication between the interactants (Ramos, Carvalho, & Messias, 2013; Silva-Oyama, 2010). In this case, it is necessary to observe the process of mediation more closely and consider the relevance of cultural and linguistic aspects. The theoretical assumptions that guide our description and discussion are based on sociocultural theory for second language learning and assume that the learning process happens through interactions between people and the environment in a cooperative manner (Vygotsky, 1978). The methodological perspective that anchors this study is grounded theory (Charmaz, 2006), which is based on a systematic collection of data that, after analysis, originate concepts. The reflection corroborates the fact that the development of the process depends on the involvement of the mediator in different roles and suggests that the principles of autonomy and reciprocity are directly related to the mediation process and can contribute to an effective collaborative context of language learning.

中文翻译：

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葡萄牙语和西班牙语远传：调解员的作用

Teletandem是一种基于自治和互惠原则学习语言的虚拟环境，其中两个对等方通过协作学习彼此的语言。通常，互动发生在教授或研究生为媒介的机构群体中。本文旨在描述葡萄牙语和西班牙语Teletandem中调解员的角色和调解过程。先前的研究已经分析了Teletandem在非常接近的语言（例如葡萄牙语和西班牙语）的语境中的实践如何呈现出一些固有的特异性，这些固有的特异性与交互作用者之间某些互通的自然可能性有关（Ramos，Carvalho和＆Messias，2013; Silva-Oyama ，2010）。在这种情况下，有必要更仔细地观察调解过程，并考虑文化和语言方面的相关性。指导我们进行描述和讨论的理论假设基于第二语言学习的社会文化理论，并假设学习过程是通过人与环境之间以合作方式进行的交互而发生的（Vygotsky，1978）。扎根这项理论的方法论观点是扎根理论（Charmaz，2006年），该理论基于对数据的系统收集，这些数据经过分析后可以提出概念。这种反思证实了这一过程的发展取决于调解员在不同角色中的参与这一事实，并表明自治和互惠原则与调解过程直接相关，可以促进语言学习的有效合作环境。