Redefining Tandem Language and Culture Learning in Higher Education: 1st Edition (Hardback) book cover

Redefining Tandem Language and Culture Learning in Higher Education

1st Edition

Edited by Claire Tardieu, Céline Horgues

Routledge

312 pages | 20 B/W Illus.

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Hardback: 9781138584617
pub: 2019-08-16
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Description

Redefining Tandem Language and Culture Learning in Higher Education provides an overview of a specific type of learning, called tandem language and culture learning, which was created and developed in Europe after the Second World War, before reaching other continents. Through focusing on higher education, the authors demonstrate how, despite institutional constraints, language educators can make better use of this practice in such contexts as internationalisation, physical and virtual mobility, lifelong learning and intercultural education.

This book comprises 16 chapters which examine how tandem language and culture learning is currently being institutionalised in higher education thus showing how the founding principles of the tandem approach have been revisited, which learning outcomes (intercultural, linguistic, professional) tandem learning may bring about, and which key issues must be addressed (assessment, counselling, resources) when setting up tandem programmes. The various contributions present up-to-date tandem studies from both European and non-European perspectives.

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

Editors’ Biographies

Contributors’ Biographies

List of Tables and Figures

Preface

(Zhu Hua & Claire Kramsch)

Introduction

(Claire Tardieu & Céline Horgues, Univ. Sorbonne Nouvelle, France)

Part one: Remodelling Tandem learning and language policies

CHAPTER 1- Reciprocity 2.0: How reciprocity is mediated through different formats of learners' logs.

(Marco Cappellini, Univ. Aix Marseille, CNRS, LPL, France ; Anna-Katharina Elstermann, UNESP Brazil & Annick Rivens Mompean, Univ. Lille 3, France)

CHAPTER 2- From the native speaker to the intercultural speaker

(Jane Woodin, School of Languages and Cultures, Univ. of Sheffield, United Kingdom)

CHAPTER 3 - A psycholinguistic perspective on "tandem learning" in the foreign language classroom

(Heather E. Hilton, Univ. Lyon 2, France)

CHAPTER 4 - Reconsidering Tandem Learning through a Translanguaging Lens: A Study of Students’ Perceptions and Practices

(Julie McAllister & Marie-Françoise Narcy-Combes, Univ. Nantes, France)

CHAPTER 5 - Reciprocal Learning and Intercultural Exchange in a Virtual Environment?           

(Stacey Benoit, ENPC, France & Lara Lomicka, Univ. South Carolina, USA)

Part two:  Tandem and (language and culture) Learning

CHAPTER 6 - Tracing the development of intercultural competence in telecollaborative interaction:  An analysis of evaluative language in eTandem exchanges

(Margarita Vinagre & Avelino Corral Esteban, Univ. Autónoma de Madrid, Spain)

CHAPTER 7 - Developing intercultural sensitivity through telecollaboration in higher education

(Angel Raluy, University of Vic, Spain & Elżbieta Szymańska-Czaplak, Opole University, Poland)

CHAPTER 8 - Will my fluency improve in the tandem programme? An analysis of Japanese and French language production

(Marie Shuman & Joseph Paul Stemberger, Univ. British Columbia, Canada)

CHAPTER 9 - Corrective Feedback in English/French Tandem Oral Interactions

(Sylwia Scheuer & Céline Horgues, Univ. Sorbonne Nouvelle, France)

CHAPTER 10 - Resorting to e-tandem learning in academic language teacher training programmes: evidence from the literature and the field

(Jose Ignacio Aguilar Río, Univ. Sorbonne Nouvelle, France; Cédric Brudermann, Univ. Pierre et Marie Curie, France & Dagmar Abendroth-Timmer, Univ. of Siegen, Germany)

Part three:  Running tandem programmes

CHAPTER 11 - Possible ways of fostering self-evaluation in tandem: a project supported by the Franco-German Youth Office

(Karin Kleppin, Univ. Bochum, Germany)

CHAPTER 12 - Assessment in Higher Education tandem: A proposal   

(José María Tejedor Cabrera, Univ. Sevilla, Spain)

CHAPTER 13 - Tandem Learning in the context of internationalisation of higher education at INALCO   

(Isabelle Lallemand, Telecom ParisTech, France)

CHAPTER 14 - Designing and using a tandem learning textbook.  A case study – Romania and Slovakia

(Aurora Băgiag, Univ. Cluj-Napoca, Romania & Nicolas Guy, Slovakia)

CHAPTER 15 - From compulsory to voluntary counselling in tandem

(Mónica Sánchez-González & Lennart Koch, Univ. de Oviedo, Spain)

CHAPTER 16 - A European perspective on language policies and multilingualism

(Anne Gallagher, Centre for Irish Cultural Heritage, Maynooth University, Ireland)

Conclusion

(Claire Tardieu & Céline Horgues)

Index

About the Editors

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.

About the Series

Routledge Studies in Language and Intercultural Communication

Routledge Studies in Language and Intercultural Communication publishes theoretically informed and empirically grounded research monographs and edited volumes that offer state of the art reviews of and debates in this evolving field. Its aim is to encourage interdisciplinary collaboration and methodological innovations, thereby extending the scope of intercultural communication. Titles in this series also seek to maintain a strong practical and professional interest and inform and influence teaching and learning, business and organizational communication, daily communication, and beyond.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
LAN009000
LANGUAGE ARTS & DISCIPLINES / Linguistics / General