ABSTRACT
This book provides a comprehensive critical account of tandem learning, charting it evolution from its origins in European educational settings to modern programs offering new perspectives on the approach’s role within higher education. Taking stock of the ways in which increased globalization has produced new linguistic and sociocultural realities, the volume begins by looking back at the development of tandem learning over the last several decades, growing out of a need to create more opportunities for L2 learners to communicate in their target language. The book then examines the different learning objectives and learning outcomes of tandem learning arrangements, moving toward a discussion of tandem learning’s potential role in shaping language policy and the unique challenges involved in implementing tandem programs at higher education institutions. The final section of the book brings the previous discussions together to consider new tools and technology and the ways in which they can better equip language educators to implement tandem learning in their own practice. Highlighting tandem learning’s potential to promote multilingual and multicultural learning on a global scale, this volume will be of particular interest to students and researchers in intercultural communication, language education, multilingualism, and applied linguistics.
TABLE OF CONTENTS
part I|82 pages
Remodelling Tandem Learning and Language Policies
chapter 1|16 pages
Reciprocity 2.0
chapter 2|16 pages
From a Cultural to an Intercultural Approach
chapter 4|19 pages
Reconsidering Tandem Learning Through a Translanguaging Lens
part II|82 pages
Tandem and (Language and Culture) Learning
chapter 6|17 pages
Tracing the Development of Intercultural Competence in Telecollaborative Interaction
chapter 8|18 pages
Will My Fluency Improve in the Tandem Programme?
chapter 10|16 pages
Resorting to E-Tandem Learning in Academic Language Teacher Training Programmes
part III|104 pages
Running Tandem Programmes