Tandem language learning: Difference between revisions

Revision as of 15:41, 25 February 2020

Revision as of 04:19, 21 March 2020

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"Language learning by exchange" or the "Tandem Approach" is based on various systems of teaching exchange students abroad, such as: 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 |date= |accessdate=2016-01-20}}</ref>

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

* At the beginning of the 19th century in England, [[Joseph Lancaster]] and [[Andrew Bell (educationalist)|Andrew Bell]] instituted the "mutual system" which supplemented large parts of the teacher’s activity at school with pupils’ mutual help. Peter Petersen (German educationalist, 1884–1952) developed something similar in the "[[Jenaplan schools]]", and, from 1960 on, similar tutoring models began to appear in the USA.

* 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>

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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|via= |ref=harv}}

*{{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}}

*{{Cite journal |last=Lewis |first=T. |date=2017|title=Introduction to system special issue on telecollaboration |journal=System|volume=64|pages=1-61–6|doi=10.1016/j.system.2017.01.007}}

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