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'''Tandem language learning''' is a method of [[language learning]] based on mutual [[language exchange]] between tandem partners, where ideally each learner is a native speaker in the language the other party wants to learn. Many [[language school]]s in the world, organised as TANDEM International,<ref name="tandem-schools1">{{cite web|url=http://www.tandem-schools.com|title=Tandem International e.V., the Tandem schools group|last=|first=|date=|website=tandem-schools.com|accessdate=2016-01-20}}</ref> as well as many universities, implement this approach.

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'''Tandem language learning''' is aan methodapproach ofto [[language learningacquisition]] basedthat oninvolves mutualreciprocal [[language exchange]] between tandem partners,. whereIn ideallythis method, each learner isideally serves as a native speaker inof the language the other partyperson wantsintends to learn. ManyTandem language learning deviates from traditional pedagogical practices by eliminating the teacher-student model. Numerous [[languageLanguage school|language schools]]s inworldwide, theincluding world,those organisedaffiliated aswith TANDEM International,<ref name="tandem-schools1">{{cite web|url=http://www.tandem-schools.com|title=Tandem International e.V., the Tandem schools group|last=|first=|date=|website=tandem-schools.com|accessdateaccess-date=2016-01-20}}</ref> as well as manyseveral universities, implementincorporate this approach into their language programs.

==Background==

In Tandem Languagelanguage Learninglearning bothencompasses partnersvarious canmethods meetof ininstruction. personThe most prevalent form involves face-to-face meetings between participants (referred to as face-to-face Tandemtandem). orWith learnthe byadvent e-mail,of phonecommunication ortechnology otherin mediathe (eTandem1990s, etandem (also calledknown Distanceas Tandemdistance tandem) emerged, placingfacilitating emphasislanguage onpractice culturalthrough integrationemail ascorrespondence partand ofwritten thecommunication. languageTele-learningcollaboration process.emphasizes Withincultural tandemintegration exchanges,and languageintercultural learningunderstanding takesas placeintegral incomponents theof contextlanguage oflearning. aTandem “reciprocatedexchanges autonomous”are characterized by exchangereciprocal autonomy,{{sfn|Cappellini|2016}} this meanswith participants eachengaging takein partmutual inlanguage learning each others’ languages using an electronic tool in their own time. Time is equally divided soto thatensure thea exchangefair distribution of language learning is equally distributedexchange.{{sfn|Cappellini|2016}} LearningFor isinstance, supporteda inPortuguese differentspeaker ways,and fora instance,German viaspeaker worksheets,may textbooksconverse orin simplyGerman informalfor conversation.half Therean arehour distinctand usesthen ofswitch theto TandemPortuguese methodfor whichthe promoteremaining independenthalf learningan e.ghour. TandemThrough Partnershipspartnerships (twowith people,native supportedspeakers byand counsellors),exposure andto Binationalsocial Tandemand Coursescultural (for groupsexperiences, organisedparticipants bybecome moderators).fully Theimmersed classic style is that where partners equally sharein the availabletarget timelanguage duringand the exchangeculture. ForLearning example,is asupported Portuguesethrough speakervarious andmeans, asuch Germanas speakerworksheets, cantextbooks, talkor forinformal halfconversations. anThe hourtandem inmethod Germanserves anddifferent then for half an hour in Portuguese. In this waypurposes, throughincluding languageself-directed exchangetandem partnerships with(involving nativetwo speakers,individuals andsupported extraby socialcounselors) and culturalbinational experiences,tandem participantscourses become(designed fullyfor immersedgroups inand thefacilitated targetby language culturemoderators). The only conditionprerequisite for participationparticipating in self-directed Tandem is to be at a lower intermediate level of language proficiency (Lowerlower B1 Thresholdthreshold). The can-do statements outlined in the Common European Framework of ReferencesReference for Languages ( CEFR)<ref>{{cite web|url=http://www.coe.int/t/dg4/linguistic/cadre1_en.asp |title=Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) |website=Coe.int |date=2014-03-29 |accessdateaccess-date=2016-01-20}}</ref>) Can-Do statements provide a clear description of language ability at the ThresholdB1 level (B1)threshold<ref>{{cite web|url=http://www.eur.nl/english/ltc/alumni/cefr/b1/ |title=CEFR level B1 (Intermediate) |website=Eur.nl |access-date= |accessdate=2016-01-20}}</ref> in several European languages.

==History==

The concept of "Languagelanguage learning by exchange" or the Tandem"tandem Approachapproach" isencompasses basedvarious on variousteaching systems of teachingfor exchange students abroad, such as: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= |accessdate=2016-01-20}}</ref>

The followingHere are some of the most importantkey highlightspoints:<ref>{{cite web|title = TANDEM Fundazioa: history|url = http://tandemcity.info/general/en_history.htm|website = tandemcity.info|accessdateaccess-date = 2015-10-10}}</ref><ref>{{Cite book|url = https://books.google.com/books?id=1CpgcAZWT5UC&pg=PA136&dq=history+tandem+schmelter#v=onepage&q&fpg=truePA136|title = Schmelter, Selbstgesteuertes oder potenziell expansives Fremdsprachenlernen im Tandem, Gunter Narr Verlag Tübingen|date=2004|pages=134–149|accessdateaccess-date =2016-01-20 |website =Books.google.es|isbn = 9783823361039|last1 = Schmelter|first1 = Lars| publisher=Gunter Narr Verlag }}</ref>

* AtIn the beginning of theearly 19th century in England, [[Joseph Lancaster]] and [[Andrew Bell (educationalist)|Andrew Bell]] institutedintroduced the "mutual system" whichin supplementedEngland, largewhich partsinvolved ofstudents theassisting teacher’seach activityother atin school, withcomplementing pupils’the mutualteacher's helprole. Peter Petersen, a (German educationalist, 1884–1952) developed somethinga similar approach in the "[[Jenaplan schools]],", and, fromtutoring 1960models on,inspired similarby tutoringthis modelsconcept began to appearemerged in the USA from the 1960s onwards.

* The "Tandem" concept for two people learning the same language appeared first in 1971 in connection with the "audio-visual method" of Wambach, and from there it was transferred to binational German-French youth meetings.<ref>{{cite web|url=http://www.dfjw.org/english-version |title=Service > The Franco-German Youth Office (FGYO) &#124; Deutsch-Französisches Jugendwerk |language=de |website=Dfjw.org |date= |accessdate=2016-01-20}}</ref>

* Klaus Lieb-Harkort and Nükhet Cimilli transferred the model to their work with immigrants in the German-Turkish area, in Munich. Courses followed in Bremen, Frankfurt and Zürich.

* The "Tandemtandem" concept, forwhere two peopleindividuals learninglearn the same language appearedtogether, first appeared in 1971 in connection with theWambach's "audio-visual method." ofIt Wambach,was andlater from there it was transferredapplied to binational German-French youth meetings.<ref>{{cite web|url=http://www.dfjw.org/english-version |title=Service > The Franco-German Youth Office (FGYO) &#124; Deutsch-Französisches Jugendwerk |language=de |website=Dfjw.org |access-date= |accessdate=2016-01-20}}</ref>

* In 1979, this inspired Jürgen Wolff to develop the Tandem learning partner mediation, initially for Spanish and German. In 1982 a similar course programme designed by Wolff and his colleagues in Madrid later became the basis for the TANDEM network, later established as the TANDEM schools network.<ref>{{cite web|url=http://tandem-schools.com/network/ |title=TANDEM: Network |website=tandem-schools.com |date= |accessdate=2016-01-20}}</ref>

* From 1983, the TANDEM model is adopted as an alternative way of language learning, whose basic elements of language courses abroad, youth exchange, cultural tours, class correspondence and similar cross-border activities are replicated in selective schools throughout Europe.

* Klaus Lieb-Harkort and Nükhet Cimilli transferredintroduced thethis model toin their work with immigrants in the German-Turkish area, inof Munich. CoursesSimilar followedcourses were subsequently offered in Bremen, Frankfurt, and Zürich.

* The network cooperates with various educational institutions including the E-Tandem Network,<ref>{{cite web|url=http://www.slf.ruhr-uni-bochum.de/ |title=Tandem Server Bochum - language learning exchange partnerships - eTandem |website=Slf.ruhr-uni-bochum.de |date= |accessdate=2016-01-20}}</ref> founded in 1992, and renamed the International E-Mail Tandem Network in 1993.

* 'TANDEM Fundazioa<ref>{{cite web|url=http://www.tandemcity.info/general/en_history.htm |title=TANDEM Fundazioa: history |website=Tandemcity.info |date= |accessdate=2016-01-20}}</ref> was founded in 1994 for the development of scientific cooperation and educational and advanced training with their head office in Donostia/San Sebastian, Spain.

* In 1979, this inspired Jürgen Wolff to developdeveloped the Tandemtandem learning partner mediation, initially for Spanish and German. InThis 1982course aprogram, similaralong coursewith programmeone designeddeveloped by Wolff and his colleagues in Madrid, later becameformed the basisfoundation forof the TANDEM network, which later established asbecame the TANDEM schools network.<ref>{{cite web|url=http://tandem-schools.com/network/ |title=TANDEM: Network |website=tandem-schools.com |access-date= |accessdate=2016-01-20}}</ref>

* The majority of the schools under the TANDEM Network established the association 'TANDEM International'<ref name="tandem-schools1"/> with headquarters in Bremen, Germany. Since March 2014, TANDEM International has been the owner of the brand 'TANDEM'.

* FromSince 1983, the TANDEM model ishas been adopted as an alternative way of language learning method, whose basicwith elements of language courses abroad, youth exchange programs, cultural tours, class correspondence, and similarother cross-border activities are replicated in selective schools throughoutacross Europe.

* The TANDEM network cooperatescollaborates with various educational institutions, including the E-Tandem Network,<ref>{{cite web|url=http://www.slf.ruhr-uni-bochum.de/ |title=Tandem Server Bochum - language learning exchange partnerships - eTandem |website=Slf.ruhr-uni-bochum.de |access-date= |accessdate=2016-01-20}}</ref> which was founded in 1992, and later renamed the International E-Mail Tandem Network in 1993.

* 'TANDEM Fundazioa,<ref>{{cite web|url=http://www.tandemcity.info/general/en_history.htm |title=TANDEM Fundazioa: history |website=Tandemcity.info |access-date= |accessdate=2016-01-20}}</ref> headquartered in Donostia/San Sebastian, Spain, was foundedestablished in 1994 forto the development ofpromote scientific cooperation, and educationaleducation, and advanced training with their head office in Donostia/San Sebastian, Spain.

In 2016, Tripod Technology GmbH obtained a license from TANDEM Fundazioa to create the [[Transaction Application Language|Tandem app]].<ref>{{Cite web|url=https://tandemcity.info/history-tandem/|title=History of Tandem|website=Tandem language exchange - Tandem Fundazioa|language=en-GB|access-date=2020-02-25}}</ref>

* The majority of the schools underaffiliated with the TANDEM Network establishedformed the association 'TANDEM International',"<ref name="tandem-schools1" /> with its headquarters in Bremen, Germany. Since March 2014, TANDEM International has beenowned the owner of the brand 'TANDEM' brand.

==Benefits==

===Improvement in language skill===

At firstInitially, professionalthere discussionwas primarilya centredsignificant focus on the question of the effectiveness of tandem inlanguage comparisonlearning withcompared to traditional language teaching methodologiesmethods. ThisTo initiatedinvestigate anthis, investigationa carriedstudy outwas conducted in 1983 at the Madrid Goethe-Institute,. in which tandemTandem pairs, a tandem course, and teacher-steeredguided phases were connected with each otherinterconnected, 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]]'." ResultsThe showedresults indicated that the Tandemtandem participants gotdemonstrated better results in listening comprehension and speaking skills, whilealthough they were less successful in reading and writing. Overall, even if their performance in the certificate as a wholecertification was juston aspar good aswith the control group. Another advantagebenefit observed was the mutual mistake correction of mistakes, which was fosteredfacilitated by increased languageexposure intaketo the language.{{cn|date=November 2024}}

===Development of intercultural competence===

NotTandem onlylanguage islearning Tandemencompasses concernednot withonly language comprehension and learning, but equally withalso cultural understanding and knowledge. AccordinglyConsequently, awhen criticalanalyzing analysisthe ofcompetence itscomponent, competenceit mustis alsoessential examineto consider this secondaspect ‘leg’as well. InTandem fact,learning itfacilitates turnsa outchange thatin Tandemperspective aidsby aallowing changeparticipants ofto perspective,compare their own viewpoints with comparisonthose of one’sothers. ownThrough its natural exposure to the native speaker's culture, Tandem provides a relaxed and foreigninviting pointsenvironment for engagement. The autonomous nature of viewlanguage exchange enables participants to experience different worldviews, fostering attitudes of respect, openness, curiosity, and discovery. This aspect is alsoparticularly verybeneficial helpful duringin translator training. MoreoverAdditionally, native speakers also report an increase ofincreased awareness aboutof their own language inthroughout the course of the Tandem.tandem Thereforeprocess, making it seemsa tovaluable beconfidence suitable as a ‘confidence booster’booster in learning contexts.{{cn|date=November 2024}}

== Cormier Method ==

DevisedThe Cormier method, developed by Helene Cormier, a language teacher at the ''Club d'échange linguistique de Montréal language school'' (CELM), theis Cormieran methodinstructional isapproach basedthat on instructionspromotes in-tandem whichlearning among small groups of learners with different mother tongues interact for in-tandem learning tonative occurlanguages.<ref>{{Cite book|title=Learning culture and language through ICTs: methods for enhanced instruction|date=2009|publisher=Information Science Reference |otherseditor-last1=Chang, |editor-first1=Maiga, 1974|editor-, last2=Kuo, |editor-first2=Chen-Wo. |isbn=9781605661667 |___location=Hershey PA |oclc=430984238 |ref=harv}}</ref> The participantsmethod developfocuses conversationson thatengaging are aimedparticipants toin consolidateconversations developedaimed skillsat in the areas ofstrengthening listening, comprehension, vocabulary, and pronunciation skills.

ParticipantsDuring of thisthe language exchange, canparticipants experiencehave howthe opportunity to interact with native speakers interact through text, voice, and video chat. TheEach sessionssession taketypically aboutlasts roughlyaround one hour, in which thewith participants speakspeaking in one language for thirty minutes and then switchswitching to the other language for the followingremaining thirty minutes. Additionally, through thisThis experience theallows learners have the chance to learngain somethinginsights frominto their peers’peers' culturecultures bywhile using the target language accordinglyappropriately.

ThereTo areconduct fiveeffective recommendationssessions thatusing shouldthe beCormier takenmethod, intothe accountfollowing inrecommendations ordershould tobe develop sessions with the Cormier method.considered:<ref>{{Cite web|url=https://sites.google.com/site/mullais/Home/misc/cormier-method|title=Cormier method - mullais|website=sites.google.com|access-date=2018-02-14 |first=Mullaiselvan |last=Mohan}}</ref>These include:

# Properly utilizing a timer to manage time allocation.

* Utilising the timer accordingly

*# Taking chargeresponsibility offor yourone's own learning when speaking in youra second language

*# Being sensitive to your partners'the needs of partners when speaking in yourone's own language

# Focusing on communication rather than constantly correcting grammar.

* Not correcting grammar all the time, but striving for communication

*# Being considerate toof others

Advantages of the Cormier method include the opportunity for focused practice in small groups, pre-designed lesson plans and engaging activities to enhance motivation, real-time communication with native speakers, and the ability to access sessions from anywhere with an internet connection. A virtual timer helps manage and allocate practice time for each participant.

Advantages:

* Small focused groups allow all participants to practise and develop close relationships

* Pre-designed lesson plans and engaging activities stimulate participants’ motivation

* Real-time communication with native speakers of your target language is arguably more beneficial than any textbook or pre-recorded media

* Can be accessed anywhere with an adequate internet connection

* Virtual timer manages and allocates time for each participate to practice

Disadvantages:

* Only suitable for intermediate and above levels

* Native speakers may struggle to assist learners’ if they have no teaching background

* Learners from different educational backgrounds and knowledge may hinder communication

* Accessibility in certain countries

* Practice vs Progression &nbsp;

As this method is primarily for practising, it should not be the main source of language learning and should be seen as a review or a tool that helps learners improve their language learning skills.

However, there are some disadvantages to consider. The method is more suitable for intermediate and advanced learners, as native speakers without teaching backgrounds may struggle to assist beginners. Additionally, participants from different educational backgrounds and levels of knowledge may encounter communication challenges in communication. Accessibility can also be an issue in certain countries.

Cormier’s method is a simple approach to e-tandem learning that has clearly had success, particularly with the use of Skype. Implementing such a method is possible with relative ease, but there are drawbacks as previously discussed. However, with an abundance of new technologies emerging, different and improved approaches to that of Cormier may have even greater success in the future. These tools could be utilised to incorporate language-learning beginners, as well as improve upon the accessibility to learners in countries where Skype may not be available. Alternative digital tools such as Google Hangouts, Viber, ooVoo, WeChat and many more means that e-tandem learning and telecollaboration will be an area of language learning that continues to grow and prosper.

AsIt's thisimportant to note that while the Cormier method is primarilybeneficial for practisingpractice, it should not be relied upon as the mainsole source of language learning. andInstead, it should be seen as a review or asupplementary tool thatto helpshelp learners improve their language learning skills.

The Cormier method has demonstrated success, particularly when utilizing tools like Skype. Implementing this method is relatively straightforward, although the discussed drawbacks should be taken into account. As new technologies continue to emerge, different and improved approaches to tandem learning may further enhance its effectiveness. Alternative digital tools such as Google Hangouts, Viber, ooVoo, WeChat, and others can broaden access and provide additional opportunities for e-tandem learning and telecollaboration, leading to continued growth and advancement in language learning.

== Drawbacks to tandem language learning ==

Tandem language learning is in theory a great ideaconcept that reapsoffers variouspotential linguistic and cultural benefitsadvantages. StudentsIt allows students of different nationalities canto learn from each other forwithout freeany financial cost. However, there are variousseveral reasonsfactors that maycan nothinder allow this to work (Drummer,its 2012)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>

* '''Lack of sufficient amount of foreign students who wish to study a particular minority language''' (such as Polish, Maltese and others). Even if speakers of minority languages want to learn more popular ones such as English or German, they may find difficulty to find others who are interested in theirs. Minority languages are not very attractive in the world market of [[foreign language]]s (Drummer, 2012)<ref name="Drummer" />

* '''Participants´expertise:''' this may involve two factors:

*One '''Lackreason ofis sufficientthe amountlimited availability of foreign students whointerested wishin to study a particularstudying minority language'''languages, (such as Polish, Malteseor and others)Maltese. Even if speakers of minority languages wantare tointerested in learnlearning more popularwidely onesspoken suchlanguages aslike English or German, they may find difficultystruggle to find otherstandem partners who areshare interested intheir theirsinterest. Minority languages areoften nothave verylimited attractivedemand in the worldglobal market offor [[Foreign language|foreign languagelanguages]]s (Drummer, 2012).<ref name="Drummer" />

# Insufficient knowledge: Native speakers may lack sufficient knowledge to teach their own language to others. It may also be very challenging and time consuming for students to be methodologically and pedagogically apt to design meaningful learning experiences (Drummer, 2012).<ref name="Drummer" />

# Error correction: According to Py (2000)<ref>{{Cite journal|last=Py|first=B|date=2000|title=La construction interactive de la norm comme pratique et come representation|url=|journal=Aile|volume=12|pages=77–97|via=}}</ref> as cited in Cappellini (2016)<ref>{{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|via= |ref=harv}}</ref> novice learners speaking in a foreign language during tandem programmes may make mistakes which provoke interruptions from the language experts that aim to correct the error. Such interruptions may hinder the flow of the conversation, disturb the fluency of the novice speaker and produce further foreign language anxieties<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>.

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>

* '''Task design''': &nbsp;If the online language interaction lacks proper integration within the learning process and the course curriculum, displays no pedagogical leadership and has carelessly designed tasks, the value of tandem language learning can be downplayed by both students and teachers alike (O´Dowd, 2013).<ref>O'Dowd, R. (2013). Telecollaboration and CALL. In Thomas, M., Reinders, H., & Warshauer, M. (Eds.) ''Contemporary computer-assisted language learning''. London: Bloomsbury Academic. pp. 123-140. Retrieved from <nowiki>http://site.ebrary.com/lib/uon/detail.action?docID=10632566</nowiki></ref> &nbsp;

* '''Affordances of technology:''' Technology can sometimes come in the way of successful online intercultural exchanges. Lewis (2017)<ref>Lewis, T. (2017). Introduction to system special issue on telecollaboration. ''System,'' ''64'', 1-6. doi:10.1016/j.system.2017.01.007</ref> argues that there may be a non - alignment of visual input and output when using certain conferencing technologies such as [[Skype]]. Consequently, &nbsp;students will appear to be socially absent from the conversation which will bring about miscommunication. Moreover, the affordances of [[Teleconference|teleconferencing]] can undermine actual communication by interrupting the usual process of indicating social presence that includes looking directly at the interlocutor. Hence, if students by mistake signal themselves as socially absent from the other teleconference participants, it can contribute to their exclusion from the conversation.

* '''Cultural issues:''' Telles (2015)<ref name=":1">{{Cite journal|last=Telles|first=João Antonio|last2=Telles|first2=João Antonio|date=March 2015|title=Teletandem and performativity|url=http://www.scielo.br/scielo.php?script=sci_abstract&pid=S1984-63982015000100001&lng=en&nrm=iso&tlng=en|journal=Revista Brasileira de Linguística Aplicada|volume=15|issue=1|pages=1–30|doi=10.1590/1984-639820155536|issn=1984-6398}}</ref> implies that during tandem programmes when comparing cultures, students may share their subjective opinions and reinforce intercultural [[stereotype]]s that may create a hostile discourse and interrupt the flow of the conversations. &nbsp;To this end, he suggests that without teacher interventions tele tandem interactions “may fall into shallow performances of sedimented and pre-given representations of self and other” (Telles, 2015, p.&nbsp;1).<ref name=":1" /> This tallies with O’ Dowd (2013)’s<ref name="O'Dowd2013">{{cite book|title = Telecollaboration and CALL. In Thomas, M., Reinders, H., & Warshauer, M. (Eds.) Contemporary computer-assisted language learning.|last = O'Dowd|first = R.|publisher = London: Bloomsbury Academic.|year = 2013|isbn = |url=http://site.ebrary.com/lib/uon/detail.action?docID=10632566|pages= 123–140}}</ref> views who sustains that preconceptions of the other learner's culture can affect learners’ proactive attitudes and levels of participation in the exchange (O´Dowd, 2015 as cited in O´Dowd, 2013).<ref name="O'Dowd2013" /> &nbsp;

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.

==References==

{{reflist|30em|refs=Abdulezer, L., Abdulezer, S. & Dammond, H. 2007. Skype for Dummies. Wiley Publishing. Indianapolis, Indiana. USA.

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}}

Chang, M. & , Kuo, C. 2009. Learning Culture and Language through ICTs: Methods for Enhanced Instruction. Information science reference. Hershey, New York, USA.

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

Mohan, M. 2016. Cormier Method. Retrieved from https://sites.google.}}

==References==

{{reflist|30em}}

{{Refbegin}}

*{{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|pages= 123–140 }}

*{{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}}

{{Refend}}

==External links==

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*[http://www.slf.ruhr-uni-bochum.de/Tandem/learning/tanbib.html An extensive bibliography on the tandem method]

*[https://tandemcity.info/en/free-tandem-downloads/ Open material data base of Tandem Fundazioa]

{{DEFAULTSORT:Tandem Language Learning}}