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== Cormier Method ==
Devised by Helene Cormier, a language teacher at Club d'échange linguistique de Montréal language school (CELM), the Cormier method is based on instructions in which small groups of learners with different mother tongues interact for in-tandem learning to occur.<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 participants develop conversations that are aimed to consolidate developed skills in the areas of listening, comprehension, vocabulary and pronunciation.
Participants of this language exchange can experience how native speakers interact through text, voice and video chat. The sessions take about roughly one hour, in which the participants speak in one language for thirty minutes and then switch to the other language for the following thirty minutes. Additionally, through this experience the learners have the chance to learn something from their peers’ culture by using the target language accordingly.
== Drawbacks to tandem language learning ==
Tandem language learning is in theory a great idea that reaps various linguistic and cultural benefits. Students of different nationalities can learn from each other for free. However, there are various reasons that may not allow this to work (Drummer, 2012).<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:
# 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: AccordingNovice learners speaking in a foreign language during tandem programmes may make mistakes which provoke interruptions from the language experts that aim to Pycorrect (2000)the error.<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=harv}}</ref> asAs cited in Cappellini (2016)<ref>{{Cite journalharvtxt|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>.
* '''Task design''': 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>{{sfn|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> }}
* '''Affordances of technology:''' Technology can sometimes come in the way of successful online intercultural exchanges. {{harvtxt|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, 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. 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” ({{sfn|Telles, |2015,| p. 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>Dowd’s views who sustains that preconceptions of the other learner's culture can affect learners’ proactive attitudes and levels of participation in the exchange (.{{sfn|O´'Dowd, 2015 as cited in O´Dowd, |2013).<ref name="O'Dowd2013" /> }}
==References==
{{reflist|30em}}
{{reflist|30em|refs=Abdulezer, L., Abdulezer, S. & Dammond, H. 2007. Skype for Dummies. Wiley Publishing. Indianapolis, Indiana. USA.
{{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|via= |ref=harv}}
Chang, M. & , Kuo, C. 2009. Learning Culture and Language through ICTs: Methods for Enhanced Instruction. Information science reference. Hershey, New York, USA.
*{{Cite journal |last=Telles |first=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=harv}}
*{{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|isbn = |url=http://site.ebrary.com/lib/uon/detail.action?docID=10632566|pages= 123–140 |via=ebrary |ref=harv}}
Mohan, M. 2016. Cormier Method. Retrieved from https://sites.google.}}
*{{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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