Tandem language learning: Difference between revisions

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'''Tandem language learning''' is an approach to [[language acquisition]] that involves reciprocal [[language exchange]] between tandem partners. In this method, each learner ideally serves as a native speaker of the language the other person intends to learn. Tandem language learning deviates from traditional pedagogical practices by eliminating the teacher-student model. Numerous [[Language school|language schools]] worldwide, including those affiliated with TANDEM International,<ref name="tandem-schools1">{{cite web|url=http://www.tandem-schools.com|title=Tandem International e.V., the Tandem schools group|website=tandem-schools.com|access-date=2016-01-20}}</ref> as well as several universities, incorporate this approach into their language programs.

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The concept of "language learning by exchange" or the "tandem approach" encompasses various teaching systems for exchange students abroad, including partner learning, peer teaching, tutoring models, and "Zweierschaften" (Steinig) or 'one-on-one discipleship'.<ref>{{cite web|url=http://www.linguee.com/german-english/translation/zweierschaft.html |title=zweierschaft - English translation – Linguee |website=Linguee.com |access-date=2016-01-20}}</ref>

Here are some key points:<ref>{{cite web|title = TANDEM Fundazioa: history|url = http://tandemcity.info/general/en_history.htm|website = tandemcity.info|access-date = 2015-10-10}}</ref><ref>{{Cite book|url = https://books.google.com/books?id=1CpgcAZWT5UC&dq=history+tandem+schmelter&pg=PA136|title = Schmelter, Selbstgesteuertes oder potenziell expansives Fremdsprachenlernen im Tandem, Gunter Narr Verlag Tübingen|date=2004|pages=134–149|access-date =2016-01-20 |isbn = 9783823361039|last1 = Schmelter|first1 = Lars| publisher=Gunter Narr Verlag }}</ref>

In the early 19th century, [[Joseph Lancaster]] and [[Andrew Bell (educationalist)|Andrew Bell]] introduced the "mutual system" in England, which involved students assisting each other in school, complementing the teacher's role. Peter Petersen, a German educationalist, developed a similar approach in the "[[Jenaplan schools]]," and tutoring models inspired by this concept emerged in the USA from the 1960s onwards.

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===Improvement in language skill===

Initially, there was a significant focus on the effectiveness of tandem language learning compared to traditional teaching methods. To investigate this, a study was conducted in 1983 at the Madrid Goethe-Institute. Tandem pairs, a tandem course, and teacher-guided phases were interconnected, and the linguistic progress of the participants was compared to that of a control group who were also preparing for the '[[TestDaF-Institut|Zertifikat DaF]]." The results indicated that the tandem participants demonstrated better listening comprehension and speaking skills, although they were less successful in reading and writing. Overall, their performance in the certification was on par with the control group. Another benefit observed was the mutual correction of mistakes, which was facilitated by increased exposure to the language.{{cn|date=November 2024}}

===Development of intercultural competence===

Tandem language learning encompasses not only language comprehension and learning but also cultural understanding and knowledge. Consequently, when analyzing the competence component, it is essential to consider this aspect as well. Tandem learning facilitates a change in perspective by allowing participants to compare their own viewpoints with those of others. Through its natural exposure to the native speaker's culture, Tandem provides a relaxed and inviting environment for engagement. The autonomous nature of language exchange enables participants to experience different worldviews, fostering attitudes of respect, openness, curiosity, and discovery. This aspect is particularly beneficial in translator training. Additionally, native speakers also report an increased awareness of their own language throughout the tandem process, making it a valuable confidence booster in learning contexts.{{cn|date=November 2024}}

== Cormier Method ==

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Tandem language learning is a concept that offers potential linguistic and cultural advantages. It allows students of different nationalities to learn from each other without any financial cost. However, there are several factors that can hinder its effectiveness.<ref name="Drummer">{{Cite news|url=https://agnieszkadrummer.wordpress.com/2012/11/02/dlaczego-tandemy-jezykowe-czesto-nie-dzialaja/|title=Dlaczego tandemy językowe często "nie działają"?|last=Drummer|first=A|date=2012|work=Agnieszka Drummer - język niemiecki|access-date=2018-02-14|language=pl-PL}}</ref>

One reason is the '''limited availability of foreign students interested in studying minority languages''', such as Polish or Maltese. Even if speakers of minority languages are interested in learning more widely spoken languages like English or German, they may struggle to find tandem partners who share their interest. Minority languages often have limited demand in the global market for [[Foreign language|foreign languages]].<ref name="Drummer" />

Another challenge is the '''expertise of participants''', which can be influenced by two factors. First, native speakers may lack sufficient knowledge to effectively teach their own language. Second, students themselves may face difficulties in designing meaningful learning experiences due to a lack of methodological and pedagogical skills.<ref name="Drummer" /> Error correction during tandem programs<ref>{{Cite journal|last=Py|first=B|date=2000|title=La construction interactive de la norm comme pratique et come representation|journal=Aile|volume=12|issue=12|pages=77–97|doi=10.4000/aile.1464|doi-access=free}} As cited in {{harvtxt|Cappellini|2016}}</ref> can also disrupt the flow of conversation and create anxieties for novice learners, impacting their fluency and confidence in the foreign language.<ref>{{Cite news|url=http://www.idyoma.com/blog/2018/7/17/best-way-to-learn-spanish|title=The Best Way to Learn Spanish: A Process That Works for You|work=Idyoma|access-date=2018-07-20|language=en-GB}}</ref>

The '''design of tasks''' and integration of online language interaction within the learning process and curriculum can significantly impact the effectiveness of tandem language learning. Poorly designed tasks and a lack of pedagogical leadership can diminish the value of the approach for both students and teachers.{{sfn|O'Dowd|2013}}

'''Technology''' also poses challenges. Certain conferencing technologies, like [[Skype]], may result in miscommunication due to non-alignment of visual input and output. Students may appear socially absent or interrupt the usual process of indicating social presence, affecting communication. Misusing technology can lead to exclusion from the conversation.

'''Cultural issues''' can arise during tandem programs when comparing cultures. Students may express subjective opinions and reinforce intercultural stereotypes, creating a hostile discourse and disrupting the flow of conversations. Without teacher interventions, tele-tandem interactions may become shallow performances that rely on preconceived representations of oneself and others.{{sfn|Telles|2015| p=1}} Preconceptions about the other learner's culture can also impact proactive attitudes and participation levels in the exchange.{{sfn|O'Dowd|2013}}

Addressing these challenges requires careful consideration and pedagogical support to ensure that tandem language learning maximizes its potential benefits while minimizing potential drawbacks.

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*{{Cite journal |last=Cappellini |first=M. |date=2016 |title=Roles and Scaffolding in Teletandem Interactions: A Study of the Relations between the Sociocultural and the Language Learning Dimensions in a French-Chinese Teletandem |doi=10.1080/17501229.2016.1134859 |journal=Innovation in Language Learning and Teaching |volume=10 |issue=1|pages=6–20|s2cid=147670539 }}

*{{Cite journal |last=Telles |first=João Antonio |date=March 2015 |title=Teletandem and performativity |journal=Revista Brasileira de Linguística Aplicada |volume=15 |issue=1 |pages=1–30 |doi=10.1590/1984-639820155536 |issn=1984-6398 |doi-access=free |hdl=11449/127269 |hdl-access=free }}

*{{cite encyclopedia |title = Telecollaboration and CALL |editor-last1=Thomas |editor-first1=M. |editor-last2=Reinders |editor-first2=H. |editor-last3=Warshauer |editor-first3=M. |encyclopedia=Contemporary computer-assisted language learning |last = O'Dowd |first = R. |___location=London|publisher = Bloomsbury Academic|year = 2013|url=http://site.ebrary.com/lib/uon/detail.action?docID=10632566|pages= 123–140 |via=ebrary }}

*{{Cite journal |last=Lewis |first=T. |date=2017|title=Introduction to system special issue on telecollaboration |journal=System|volume=64|pages=1–6|doi=10.1016/j.system.2017.01.007}}

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