ABSTRACT
In the conclusion, Tardieu and Horgues summarise where Tandem learning is today in higher education settings both in Europe and outside Europe. The first outcome is about remodelling the principles of autonomy and reciprocity in Tandem. Indeed, the authors of chapters 4, 11, 12, and 13 demonstrate how it is possible, however paradoxical it may seem, to integrate various aspects of learner autonomy to institutionalised forms of tandem learning practices. As for reciprocity addressed in chapters 1 & 4, it seems perfectly compatible with contemporary frameworks such as translanguaging. The second outcome concerns monolingualism versus multilingualism, and (non)nativeness, an issue tackled in chapters 2, 4, 7, 8, and 16 in which “nativeness” appears no longer essential. The third one is about the development of the intercultural competence, defined as mostly attitudinal, through telecollaboration or eTandem partnership (chapters 2, 5, 6 and 7). The fourth outcome is about the key roles of assessment and counselling in tandem programmes as stated in chapters 11, 12, and 15, provided that students are fully involved in the process. Finally, the editors focus on Tandem learning priorities for various learner profiles, learning objectives and learning contexts (chapters 2, 4, 5, 8, 9, 10). Tandem should indeed remain a flexible concept, as illustrated by the Tandem constellation, a map designed to match the specificities of any particular set-up.
