ABSTRACT
This chapter explores the potential and limitations of tandem learning to foster professional development amongst pre-service language (L2) teachers. A review of the literature of the field is first proposed. It suggests that while “tandem learning” is a rather common pedagogical practice to promote L2 proficiency development and intercultural awareness, its use seems less frequent as regards the promotion of skills development among language teachers. This review then leads to an empirical part in which the pedagogical and professional benefits and weaknesses of three tandem and collaborative pre-service teacher training projects are described and analysed. While evidence from the literature and the field reveals that tandem learning may be a sustainable pedagogical option to consider to work towards achieving professional objectives, the recognition of the potential of this instructional approach to foster skills development seems more problematic for various actors pertaining to the academic sphere.
