Tandem Fundazioa was a central body for development of tandem material for students and teachers (see history). It has put his material at disposition of the general public.
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.
