Introduction

This volume provides an overview of a specific type of language and culture learning, known as Tandem, which was created and developed in Europe before reaching other continents. In the introduction, Tardieu and Horgues first elaborate on a historical and conceptual framework to emphasise the original principles of a humanistic mode of language learning based on autonomy, reciprocity, and nativeness. Then, they explain how the book aims to account for the adaptation process Tandem has been and is still undergoing in higher education settings. Indeed, the various contributions show how the fast-evolving language learning situations along with the linguistic and sociocultural realities of an increasingly globalised world have participated in reassessing tandem learning and in reaffirming its value and relevance. Finally, the editors present the overall architecture of the book built on three main parts: Remodelling Tandem Learning and Language Policies, Tandem and (Language and Culture) Learning, Running Tandem Programmes; and they introduce the 16 chapters by contributors from various European countries (France, Finland, Germany, Ireland, Poland, Romania, Slovakia, Spain, the UK), as well as from, Brazil, Canada, and the USA.