This book provides a comprehensive critical account of tandem learning, charting it evolution from its origins in European educational settings to modern programs offering new perspectives on the approach’s role within higher education. Taking stock of the ways in which increased globalization has produced new linguistic and sociocultural realities, the volume begins by looking back at the development of tandem learning over the last several decades, growing out of a need to create more opportunities for L2 learners to communicate in their target language. The book then examines the different learning objectives and learning outcomes of tandem learning arrangements, moving toward a discussion of tandem learning’s potential role in shaping language policy and the unique challenges involved in implementing tandem programs at higher education institutions. The final section of the book brings the previous discussions together to consider new tools and technology and the ways in which they can better equip language educators to implement tandem learning in their own practice. Highlighting tandem learning’s potential to promote multilingual and multicultural learning on a global scale, this volume will be of particular interest to students and researchers in intercultural communication, language education, multilingualism, and applied linguistics.
Table of Contents
Preface (Zhu Hua & Claire Kramsch) Introduction Part 1: Remodelling Tandem learning and language policies 1. Reciprocity 2.0: How reciprocity is mediated through different formats of learners' logs 2. From the native speaker to the intercultural speaker 3. A psycholinguistic perspective on "tandem learning" in the foreign language classroom 4. Reconsidering Tandem Learning through a Translanguaging Lens: A Study of Students’ Perceptions and Practices 5. Reciprocal Learning and Intercultural Exchange in a Virtual Environment? Part 2: Tandem and (language and culture) Learning 6. Tracing the development of intercultural competence in telecollaborative interaction: An analysis of evaluative language in eTandem exchanges 7. Developing intercultural sensitivity through telecollaboration in higher education 8. Will my fluency improve in the tandem programme? An analysis of Japanese and French language production 9. Corrective Feedback in English/French Spoken Tandem Interactions 10. Resorting to e-tandem learning in academic language teacher training programmes: evidence from the literature and the field Part 3: Running tandem programmes 11. Possible ways of fostering self-evaluation in tandem: a project supported by the Franco-German Youth Office 12. Assessment in Higher Education tandem: A proposal 13. Tandem Learning in the context of internationalisation of higher education at INALCO 14. Designing and using a tandem learning textbook. A case study – Romania and Slovakia 15. From compulsory to voluntary counselling in tandem 16. A European perspective on language policies and multilingualism Conclusion
Claire Tardieu is Professor of SLL at the Department of English at Sorbonne Nouvelle University. She is the author of Notions clés pour la didactique de l’anglais (2014). As a collaborator of the French Secretary of Education since 2001, she took part in several European Projects supported by the Council of Europe. She participated in writing for the Lingua D project which disseminated the tandem practice in secondary schools. Her latest studies concern teacher-to-student and peer-to-peer assessment.
Céline Horgues is a senior lecturer in the English Department, at Sorbonne Nouvelle University, where she mainly teaches English phonetics. With Sylwia Scheuer, she coordinated the collection and analysis of a multimodal corpus of English-French tandem spoken interactions (the SITAF corpus, 2012-2014), presented in the 2015 article "Why some things are better done in tandem?". In 2012, she created a tandem course and a free tandem programme for the students of her department.