Redefining Tandem Language and Culture Learning in Higher Education
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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…mehr

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Produktbeschreibung
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.
Autorenporträt
Claire Tardieu is Professor of SLL at the Department of English at Sorbonne Nouvelle University. She is the author of Notions clés pour la didactique de l'anglais (2014). As a collaborator of the French Secretary of Education since 2001, she took part in several European Projects supported by the Council of Europe. She participated in writing for the Lingua D project which disseminated the tandem practice in secondary schools. Her latest studies concern teacher-to-student and peer-to-peer assessment. Céline Horgues is a senior lecturer in the English Department, at Sorbonne Nouvelle University, where she mainly teaches English phonetics. With Sylwia Scheuer, she coordinated the collection and analysis of a multimodal corpus of English-French tandem spoken interactions (the SITAF corpus, 2012-2014), presented in the 2015 article "Why some things are better done in tandem?". In 2012, she created a tandem course and a free tandem programme for the students of her department.