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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.<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.<ref name="Drummer" />
* '''Participants
# 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.<ref name="Drummer" />
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* '''Affordances of technology:''' Technology can sometimes come in the way of successful online intercultural exchanges. {{harvtxt|Lewis|2017}} 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 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}} This tallies with O’ 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|2013}}
==References==
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