Tandem language learning

<h2 id="background">Background</h2>
Tandem language learning encompasses various methods of instruction. The most prevalent form involves face-to-face meetings between participants (referred to as face-to-face tandem). With the advent of communication technology in the 1990s, etandem (also known as distance tandem) emerged, facilitating language practice through email correspondence and written communication. Tele-collaboration emphasizes cultural integration and intercultural understanding as integral components of language learning. Tandem exchanges are characterized by reciprocal autonomy,<a class="footnote-ref" id="fnref:2" href="#fn:2">2</a> with participants engaging in mutual language learning. Time is equally divided to ensure a fair distribution of language exchange.<a class="footnote-ref" id="fnref:3" href="#fn:3">3</a> For instance, a Portuguese speaker and a German speaker may converse in German for half an hour and then switch to Portuguese for the remaining half an hour. Through partnerships with native speakers and exposure to social and cultural experiences, participants become fully immersed in the target language and culture. Learning is supported through various means, such as worksheets, textbooks, or informal conversations. The tandem method serves different purposes, including self-directed tandem partnerships (involving two individuals supported by counselors) and binational tandem courses (designed for groups and facilitated by moderators). The prerequisite for participating in self-directed Tandem is a lower intermediate level of language proficiency (lower B1 threshold). The can-do statements outlined in the Common European Framework of Reference for Languages (CEFR)<a class="footnote-ref" id="fnref:4" href="#fn:4">4</a> provide a clear description of language ability at the B1 threshold<a class="footnote-ref" id="fnref:5" href="#fn:5">5</a> in several European languages.

<h2 id="history">History</h2>
The concept of "language learning by exchange" or the "tandem approach" encompasses various teaching systems for exchange students abroad, including partner learning, peer teaching, tutoring models, and "Zweierschaften" (Steinig) or 'one-on-one discipleship'.<a class="footnote-ref" id="fnref:6" href="#fn:6">6</a>
Here are some key points:<a class="footnote-ref" id="fnref:7" href="#fn:7">7</a><a class="footnote-ref" id="fnref:8" href="#fn:8">8</a>
In the early 19th century, <a href="/facts/Joseph_Lancaster/YNhcE1Nl">Joseph Lancaster</a> and <a href="/facts/Andrew_Bell_(educationalist)/KxPQk712">Andrew Bell</a> introduced the "mutual system" in England, which involved students assisting each other in school, complementing the teacher's role. Peter Petersen, a German educationalist, developed a similar approach in the "<a href="/facts/Jenaplan_schools/fEsWylEQ">Jenaplan schools</a>," and tutoring models inspired by this concept emerged in the USA from the 1960s onwards.
The "tandem" concept, where two individuals learn the same language together, first appeared in 1971 in connection with Wambach's "audio-visual method." It was later applied to binational German-French youth meetings.<a class="footnote-ref" id="fnref:9" href="#fn:9">9</a>
Klaus Lieb-Harkort and Nükhet Cimilli introduced this model in their work with immigrants in the German-Turkish area of Munich. Similar courses were subsequently offered in Bremen, Frankfurt, and Zürich.
In 1979, Jürgen Wolff developed the tandem learning partner mediation for Spanish and German. This course program, along with one developed by Wolff and colleagues in Madrid, formed the foundation of the TANDEM network, which later became the TANDEM schools network.<a class="footnote-ref" id="fnref:10" href="#fn:10">10</a>
Since 1983, the TANDEM model has been adopted as an alternative language learning method, with elements of language courses abroad, youth exchange programs, cultural tours, class correspondence, and other cross-border activities replicated in selective schools across Europe.
The TANDEM network collaborates with various educational institutions, including the E-Tandem Network,<a class="footnote-ref" id="fnref:11" href="#fn:11">11</a> which was founded in 1992 and later renamed the International E-Mail Tandem Network in 1993.
TANDEM Fundazioa,<a class="footnote-ref" id="fnref:12" href="#fn:12">12</a> headquartered in Donostia/San Sebastian, Spain, was established in 1994 to promote scientific cooperation, education, and advanced training.
In 2016, Tripod Technology GmbH obtained a license from TANDEM Fundazioa to create the <a href="/facts/Transaction_Application_Language/dtemnfmS">Tandem app</a>.<a class="footnote-ref" id="fnref:13" href="#fn:13">13</a>
The majority of schools affiliated with the TANDEM Network formed the association 'TANDEM International,"<a class="footnote-ref" id="fnref:14" href="#fn:14">14</a> with its headquarters in Bremen, Germany. Since March 2014, TANDEM International has owned the 'TANDEM' brand.

<h2 id="benefits">Benefits</h2>
<h3>Improvement in language skill</h3>
Initially, there was a significant focus on the effectiveness of tandem language learning compared to traditional teaching methods. To investigate this, a study was conducted in 1983 at the Madrid Goethe-Institute. Tandem pairs, a tandem course, and teacher-guided phases were interconnected, and the linguistic progress of the participants was compared to that of a control group who were also preparing for the '<a href="/facts/TestDaF-Institut/4bsDIPRN">Zertifikat DaF</a>." The results indicated that the tandem participants demonstrated better listening comprehension and speaking skills, although they were less successful in reading and writing. Overall, their performance in the certification was on par with the control group. Another benefit observed was the mutual correction of mistakes, which was facilitated by increased exposure to the language.

<h3>Development of intercultural competence</h3>
Tandem language learning encompasses not only language comprehension and learning but also cultural understanding and knowledge. Consequently, when analyzing the competence component, it is essential to consider this aspect as well. Tandem learning facilitates a change in perspective by allowing participants to compare their own viewpoints with those of others. Through its natural exposure to the native speaker's culture, Tandem provides a relaxed and inviting environment for engagement. The autonomous nature of language exchange enables participants to experience different worldviews, fostering attitudes of respect, openness, curiosity, and discovery. This aspect is particularly beneficial in translator training. Additionally, native speakers also report an increased awareness of their own language throughout the tandem process, making it a valuable confidence booster in learning contexts.

<h2 id="cormier-method">Cormier Method</h2>
The Cormier method, developed by Helene Cormier, a language teacher at the Club d'échange linguistique de Montréal (CELM), is an instructional approach that promotes in-tandem learning among small groups of learners with different native languages.<a class="footnote-ref" id="fnref:15" href="#fn:15">15</a> The method focuses on engaging participants in conversations aimed at strengthening listening, comprehension, vocabulary, and pronunciation skills.
During the language exchange, participants have the opportunity to interact with native speakers through text, voice, and video chat. Each session typically lasts around one hour, with participants speaking in one language for thirty minutes and then switching to the other language for the remaining thirty minutes. This experience allows learners to gain insights into their peers' cultures while using the target language appropriately.
To conduct effective sessions using the Cormier method, the following recommendations should be considered:<a class="footnote-ref" id="fnref:16" href="#fn:16">16</a>

<ol><li>Properly utilizing a timer to manage time allocation.</li>
<li>Taking responsibility for one's own learning when speaking in a second language</li>
<li>Being sensitive to the needs of partners when speaking in one's own language</li>
<li>Focusing on communication rather than constantly correcting grammar.</li>
<li>Being considerate of others</li></ol>
Advantages of the Cormier method include the opportunity for focused practice in small groups, pre-designed lesson plans and engaging activities to enhance motivation, real-time communication with native speakers, and the ability to access sessions from anywhere with an internet connection. A virtual timer helps manage and allocate practice time for each participant.
However, there are some disadvantages to consider. The method is more suitable for intermediate and advanced learners, as native speakers without teaching backgrounds may struggle to assist beginners. Additionally, participants from different educational backgrounds and levels of knowledge may encounter communication challenges in communication. Accessibility can also be an issue in certain countries.
It's important to note that while the Cormier method is beneficial for practice, it should not be relied upon as the sole source of language learning. Instead, it should be seen as a supplementary tool to help learners improve their language skills.
The Cormier method has demonstrated success, particularly when utilizing tools like Skype. Implementing this method is relatively straightforward, although the discussed drawbacks should be taken into account. As new technologies continue to emerge, different and improved approaches to tandem learning may further enhance its effectiveness. Alternative digital tools such as Google Hangouts, Viber, ooVoo, WeChat, and others can broaden access and provide additional opportunities for e-tandem learning and telecollaboration, leading to continued growth and advancement in language learning.

<h2 id="drawbacks-to-tandem-language-learning">Drawbacks to tandem language learning</h2>
Tandem language learning is a concept that offers potential linguistic and cultural advantages. It allows students of different nationalities to learn from each other without any financial cost. However, there are several factors that can hinder its effectiveness.<a class="footnote-ref" id="fnref:17" href="#fn:17">17</a>
One reason is the limited availability of foreign students interested in studying minority languages, such as Polish or Maltese. Even if speakers of minority languages are interested in learning more widely spoken languages like English or German, they may struggle to find tandem partners who share their interest. Minority languages often have limited demand in the global market for <a href="/facts/Foreign_language/gdYbMzts">foreign languages</a>.<a class="footnote-ref" id="fnref:18" href="#fn:18">18</a>
Another challenge is the expertise of participants, which can be influenced by two factors. First, native speakers may lack sufficient knowledge to effectively teach their own language. Second, students themselves may face difficulties in designing meaningful learning experiences due to a lack of methodological and pedagogical skills.<a class="footnote-ref" id="fnref:19" href="#fn:19">19</a> Error correction during tandem programs<a class="footnote-ref" id="fnref:20" href="#fn:20">20</a> can also disrupt the flow of conversation and create anxieties for novice learners, impacting their fluency and confidence in the foreign language.<a class="footnote-ref" id="fnref:21" href="#fn:21">21</a>
The design of tasks and integration of online language interaction within the learning process and curriculum can significantly impact the effectiveness of tandem language learning. Poorly designed tasks and a lack of pedagogical leadership can diminish the value of the approach for both students and teachers.<a class="footnote-ref" id="fnref:22" href="#fn:22">22</a>
Technology also poses challenges. Certain conferencing technologies, like <a href="/facts/Skype/qdKbuh23">Skype</a>, may result in miscommunication due to non-alignment of visual input and output. Students may appear socially absent or interrupt the usual process of indicating social presence, affecting communication. Misusing technology can lead to exclusion from the conversation.
Cultural issues can arise during tandem programs when comparing cultures. Students may express subjective opinions and reinforce intercultural stereotypes, creating a hostile discourse and disrupting the flow of conversations. Without teacher interventions, tele-tandem interactions may become shallow performances that rely on preconceived representations of oneself and others.<a class="footnote-ref" id="fnref:23" href="#fn:23">23</a> Preconceptions about the other learner's culture can also impact proactive attitudes and participation levels in the exchange.<a class="footnote-ref" id="fnref:24" href="#fn:24">24</a>
Addressing these challenges requires careful consideration and pedagogical support to ensure that tandem language learning maximizes its potential benefits while minimizing potential drawbacks.

<ul><li>Cappellini, M. (2016). "Roles and Scaffolding in Teletandem Interactions: A Study of the Relations between the Sociocultural and the Language Learning Dimensions in a French-Chinese Teletandem". Innovation in Language Learning and Teaching. 10 (1): 6–20. <a href="/facts/Doi_(identifier)/muM9Etpq">doi</a>:<a href="https://doi.org/10.1080%2F17501229.2016.1134859">10.1080/17501229.2016.1134859</a>. <a href="/facts/S2CID_(identifier)/ldJsHa2Y">S2CID</a> <a href="https://api.semanticscholar.org/CorpusID:147670539">147670539</a>.</li>
<li>Telles, João Antonio (March 2015). <a href="https://doi.org/10.1590%2F1984-639820155536">"Teletandem and performativity"</a>. Revista Brasileira de Linguística Aplicada. 15 (1): 1–30. <a href="/facts/Doi_(identifier)/muM9Etpq">doi</a>:<a href="https://doi.org/10.1590%2F1984-639820155536">10.1590/1984-639820155536</a>. <a href="/facts/Hdl_(identifier)/rdebSxmC">hdl</a>:<a href="https://hdl.handle.net/11449%2F127269">11449/127269</a>. <a href="/facts/ISSN_(identifier)/DPAflDvU">ISSN</a> <a href="https://search.worldcat.org/issn/1984-6398">1984-6398</a>.</li>
<li>O'Dowd, R. (2013). "Telecollaboration and CALL". In Thomas, M.; Reinders, H.; Warshauer, M. (eds.). Contemporary computer-assisted language learning. London: Bloomsbury Academic. pp. 123–140.</li>
<li>Lewis, T. (2017). "Introduction to system special issue on telecollaboration". System. 64: 1–6. <a href="/facts/Doi_(identifier)/muM9Etpq">doi</a>:<a href="https://doi.org/10.1016%2Fj.system.2017.01.007">10.1016/j.system.2017.01.007</a>.</li></ul>

<h2 id="external-links">External links</h2>
<ul><li><a href="http://www.slf.ruhr-uni-bochum.de/Tandem/learning/tanbib.html">An extensive bibliography on the tandem method</a></li>
<li><a href="https://tandemcity.info/en/free-tandem-downloads/">Open material data base of Tandem Fundazioa</a></li></ul>

<h2 id="references">References</h2>

<ol>
<li id="fn:1">"Tandem International e.V., the Tandem schools group". tandem-schools.com. Retrieved 2016-01-20. <a href="http://www.tandem-schools.com" target="_blank">http://www.tandem-schools.com</a> <a href="#fnref:1" class="footnote-back-ref">↩</a></li>
<li id="fn:2">Cappellini 2016. - Cappellini, M. (2016). "Roles and Scaffolding in Teletandem Interactions: A Study of the Relations between the Sociocultural and the Language Learning Dimensions in a French-Chinese Teletandem". Innovation in Language Learning and Teaching. 10 (1): 6–20. doi:10.1080/17501229.2016.1134859. S2CID 147670539. <a href="https://doi.org/10.1080%2F17501229.2016.1134859" target="_blank">https://doi.org/10.1080%2F17501229.2016.1134859</a> <a href="#fnref:2" class="footnote-back-ref">↩</a></li>
<li id="fn:3">Cappellini 2016. - Cappellini, M. (2016). "Roles and Scaffolding in Teletandem Interactions: A Study of the Relations between the Sociocultural and the Language Learning Dimensions in a French-Chinese Teletandem". Innovation in Language Learning and Teaching. 10 (1): 6–20. doi:10.1080/17501229.2016.1134859. S2CID 147670539. <a href="https://doi.org/10.1080%2F17501229.2016.1134859" target="_blank">https://doi.org/10.1080%2F17501229.2016.1134859</a> <a href="#fnref:3" class="footnote-back-ref">↩</a></li>
<li id="fn:4">"Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)". Coe.int. 2014-03-29. Retrieved 2016-01-20. <a href="http://www.coe.int/t/dg4/linguistic/cadre1_en.asp" target="_blank">http://www.coe.int/t/dg4/linguistic/cadre1_en.asp</a> <a href="#fnref:4" class="footnote-back-ref">↩</a></li>
<li id="fn:5">"CEFR level B1 (Intermediate)". Eur.nl. Retrieved 2016-01-20. <a href="http://www.eur.nl/english/ltc/alumni/cefr/b1/" target="_blank">http://www.eur.nl/english/ltc/alumni/cefr/b1/</a> <a href="#fnref:5" class="footnote-back-ref">↩</a></li>
<li id="fn:6">"zweierschaft - English translation – Linguee". Linguee.com. Retrieved 2016-01-20. <a href="https://www.linguee.com/german-english/translation/zweierschaft.html" target="_blank">https://www.linguee.com/german-english/translation/zweierschaft.html</a> <a href="#fnref:6" class="footnote-back-ref">↩</a></li>
<li id="fn:7">"TANDEM Fundazioa: history". tandemcity.info. Retrieved 2015-10-10. <a href="http://tandemcity.info/general/en_history.htm" target="_blank">http://tandemcity.info/general/en_history.htm</a> <a href="#fnref:7" class="footnote-back-ref">↩</a></li>
<li id="fn:8">Schmelter, Lars (2004). Schmelter, Selbstgesteuertes oder potenziell expansives Fremdsprachenlernen im Tandem, Gunter Narr Verlag Tübingen. Gunter Narr Verlag. pp. 134–149. ISBN 9783823361039. Retrieved 2016-01-20. <a href="9783823361039" target="_blank">9783823361039</a> <a href="#fnref:8" class="footnote-back-ref">↩</a></li>
<li id="fn:9">"Service > The Franco-German Youth Office (FGYO) | Deutsch-Französisches Jugendwerk". Dfjw.org (in German). Retrieved 2016-01-20. <a href="http://www.dfjw.org/english-version" target="_blank">http://www.dfjw.org/english-version</a> <a href="#fnref:9" class="footnote-back-ref">↩</a></li>
<li id="fn:10">"TANDEM: Network". tandem-schools.com. Retrieved 2016-01-20. <a href="http://tandem-schools.com/network/" target="_blank">http://tandem-schools.com/network/</a> <a href="#fnref:10" class="footnote-back-ref">↩</a></li>
<li id="fn:11">"Tandem Server Bochum - language learning exchange partnerships - eTandem". Slf.ruhr-uni-bochum.de. Retrieved 2016-01-20. <a href="http://www.slf.ruhr-uni-bochum.de/" target="_blank">http://www.slf.ruhr-uni-bochum.de/</a> <a href="#fnref:11" class="footnote-back-ref">↩</a></li>
<li id="fn:12">"TANDEM Fundazioa: history". Tandemcity.info. Retrieved 2016-01-20. <a href="http://www.tandemcity.info/general/en_history.htm" target="_blank">http://www.tandemcity.info/general/en_history.htm</a> <a href="#fnref:12" class="footnote-back-ref">↩</a></li>
<li id="fn:13">"History of Tandem". Tandem language exchange - Tandem Fundazioa. Retrieved 2020-02-25. <a href="https://tandemcity.info/history-tandem/" target="_blank">https://tandemcity.info/history-tandem/</a> <a href="#fnref:13" class="footnote-back-ref">↩</a></li>
<li id="fn:14">"Tandem International e.V., the Tandem schools group". tandem-schools.com. Retrieved 2016-01-20. <a href="http://www.tandem-schools.com" target="_blank">http://www.tandem-schools.com</a> <a href="#fnref:14" class="footnote-back-ref">↩</a></li>
<li id="fn:15">Chang, Maiga; Kuo, Chen-Wo, eds. (2009). Learning culture and language through ICTs: methods for enhanced instruction. Hershey PA: Information Science Reference. ISBN 9781605661667. OCLC 430984238. <a href="9781605661667" target="_blank">9781605661667</a> <a href="#fnref:15" class="footnote-back-ref">↩</a></li>
<li id="fn:16">Mohan, Mullaiselvan. "Cormier method - mullais". sites.google.com. Retrieved 2018-02-14. <a href="https://sites.google.com/site/mullais/Home/misc/cormier-method" target="_blank">https://sites.google.com/site/mullais/Home/misc/cormier-method</a> <a href="#fnref:16" class="footnote-back-ref">↩</a></li>
<li id="fn:17">Drummer, A (2012). "Dlaczego tandemy językowe często "nie działają"?". Agnieszka Drummer - język niemiecki (in Polish). Retrieved 2018-02-14. <a href="https://agnieszkadrummer.wordpress.com/2012/11/02/dlaczego-tandemy-jezykowe-czesto-nie-dzialaja/" target="_blank">https://agnieszkadrummer.wordpress.com/2012/11/02/dlaczego-tandemy-jezykowe-czesto-nie-dzialaja/</a> <a href="#fnref:17" class="footnote-back-ref">↩</a></li>
<li id="fn:18">Drummer, A (2012). "Dlaczego tandemy językowe często "nie działają"?". Agnieszka Drummer - język niemiecki (in Polish). Retrieved 2018-02-14. <a href="https://agnieszkadrummer.wordpress.com/2012/11/02/dlaczego-tandemy-jezykowe-czesto-nie-dzialaja/" target="_blank">https://agnieszkadrummer.wordpress.com/2012/11/02/dlaczego-tandemy-jezykowe-czesto-nie-dzialaja/</a> <a href="#fnref:18" class="footnote-back-ref">↩</a></li>
<li id="fn:19">Drummer, A (2012). "Dlaczego tandemy językowe często "nie działają"?". Agnieszka Drummer - język niemiecki (in Polish). Retrieved 2018-02-14. <a href="https://agnieszkadrummer.wordpress.com/2012/11/02/dlaczego-tandemy-jezykowe-czesto-nie-dzialaja/" target="_blank">https://agnieszkadrummer.wordpress.com/2012/11/02/dlaczego-tandemy-jezykowe-czesto-nie-dzialaja/</a> <a href="#fnref:19" class="footnote-back-ref">↩</a></li>
<li id="fn:20">Py, B (2000). "La construction interactive de la norm comme pratique et come representation". Aile. 12 (12): 77–97. doi:10.4000/aile.1464. As cited in Cappellini (2016) <a href="https://doi.org/10.4000%2Faile.1464" target="_blank">https://doi.org/10.4000%2Faile.1464</a> <a href="#fnref:20" class="footnote-back-ref">↩</a></li>
<li id="fn:21">"The Best Way to Learn Spanish: A Process That Works for You". Idyoma. Retrieved 2018-07-20. <a href="http://www.idyoma.com/blog/2018/7/17/best-way-to-learn-spanish" target="_blank">http://www.idyoma.com/blog/2018/7/17/best-way-to-learn-spanish</a> <a href="#fnref:21" class="footnote-back-ref">↩</a></li>
<li id="fn:22">O'Dowd 2013. - O'Dowd, R. (2013). "Telecollaboration and CALL". In Thomas, M.; Reinders, H.; Warshauer, M. (eds.). Contemporary computer-assisted language learning. London: Bloomsbury Academic. pp. 123–140. <a href="#fnref:22" class="footnote-back-ref">↩</a></li>
<li id="fn:23">Telles 2015, p. 1. - Telles, João Antonio (March 2015). "Teletandem and performativity". Revista Brasileira de Linguística Aplicada. 15 (1): 1–30. doi:10.1590/1984-639820155536. hdl:11449/127269. ISSN 1984-6398. <a href="https://doi.org/10.1590%2F1984-639820155536" target="_blank">https://doi.org/10.1590%2F1984-639820155536</a> <a href="#fnref:23" class="footnote-back-ref">↩</a></li>
<li id="fn:24">O'Dowd 2013. - O'Dowd, R. (2013). "Telecollaboration and CALL". In Thomas, M.; Reinders, H.; Warshauer, M. (eds.). Contemporary computer-assisted language learning. London: Bloomsbury Academic. pp. 123–140. <a href="#fnref:24" class="footnote-back-ref">↩</a></li>
</ol>

Tandem language learning open-in-new

Tandem language learning