Redefining Tandem Language and Culture Learning in Higher Education

Description

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. Cover Half Title Series Page Title Copyright Contents Editors’ Biographies Contributors Tables and Figures General Editors’ Preface Introduction PART I Remodelling Tandem Learning and Language Policies 1 Reciprocity 2.0: How Reciprocity Is Mediated Through Different Formats of Learners’ Logs 2 From a Cultural to an Intercultural Approach: Tandem Learning and the Intercultural Speaker 3 A Psycholinguistic Perspective on “Tandem Learning” in the Foreign Language Classroom 4 Reconsidering Tandem Learning Through a Translanguaging Lens: A Study of Students’ Perceptions and Practices 5 Reciprocal Learning and Intercultural Exchange in a Virtual Environment PART II Tandem and (Language and Culture) Learning 6 Tracing the Development of Intercultural Competence in Telecollaborative Interaction: An Analysis of Evaluative Language in eTandem Exchanges 7 Developing Intercultural Sensitivity Through Telecollaboration in Higher Education 8 Will My Fluency Improve in the Tandem Programme? An Analysis of Japanese and French Language Production 9 Corrective Feedback in English/French Spoken Tandem Interactions 10 Resorting to E-Tandem Learning in Academic Language Teacher Training Programmes: Evidence from the Literature and the Field PART III Running Tandem Programmes 11 Possible Ways of Fostering Self-Evaluation in Tandem: A Project Supported by the Franco-German Youth Office 12 Assessment in Higher Education Tandem: A Proposal 13 Tandem Learning in the Context of Internationalisation of Higher Education at INALCO 14 Designing and Using a Tandem Learning Textbook: A Case Study—Romania and Slovakia 15 From Compulsory to Voluntary Counselling in Tandem 16 Language Policies and Multilingualism: A European Perspective Conclusion: Redefining Tandem Language and Culture Learning in Higher Education Index