ABSTRACT
This chapter discusses tandem learning in relation to other forms of language learning. It provides an overview of research to date, position tandem learning in relation to intercultural competence and second language acquisition/learning, and challenge the native-speaker assumption in tandem. Tandem learning has been taking place informally between language learners probably ever since people started to learn foreign languages. Learners have a commitment to reciprocity and should therefore try to help the communication succeed for both partners. This educational framework is what gives tandem learning a unique place within the language learning curriculum, between the classroom and the country, both in terms of language and culture learning. Herfurth states that whether the encounter situation comes closer to language learning or language acquisition will depend upon the dominant developments at that time, such as embedding in language classes, guidelines within the learning material, organisation of time, tutor behaviour.
