385:
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, with participants engaging in mutual language learning. Time is equally divided to ensure a fair distribution of language exchange. 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) provide a clear description of language ability at the B1 threshold in several European languages.
473:
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.
552:, 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. Error correction during tandem programs can also disrupt the flow of conversation and create anxieties for novice learners, impacting their fluency and confidence in the foreign language.
63:
464:." 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.
282:
165:
22:
224:
512:
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
488:
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
459:
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
576:
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
525:
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.
472:
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
516:
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
524:
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
559:
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.
384:
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,
541:, 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
485:(CELM), is an instructional approach that promotes in-tandem learning among small groups of learners with different native languages. The method focuses on engaging participants in conversations aimed at strengthening listening, comprehension, vocabulary, and pronunciation skills.
428:
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.
570:, 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.
424:
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.
533:
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.
371:
between tandem partners. In this method, each learner ideally serves as a native speaker of the language the other person intends to learn. Tandem language learning deviates from traditional pedagogical practices by eliminating the teacher-student model. Numerous
393:
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'.
520:
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.
416:
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.
445:
The majority of schools affiliated with the TANDEM Network formed the association 'TANDEM International," with its headquarters in Bremen, Germany. Since March 2014, TANDEM International has owned the 'TANDEM' brand.
408:
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
420:
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.
432:
The TANDEM network collaborates with various educational institutions, including the E-Tandem
Network, which was founded in 1992 and later renamed the International E-Mail Tandem Network in 1993.
1065:
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".
580:
Addressing these challenges requires careful consideration and pedagogical support to ensure that tandem language learning maximizes its potential benefits while minimizing potential drawbacks.
577:
that rely on preconceived representations of oneself and others. Preconceptions about the other learner's culture can also impact proactive attitudes and participation levels in the exchange.
435:
TANDEM Fundazioa, headquartered in Donostia/San Sebastian, Spain, was established in 1994 to promote scientific cooperation, education, and advanced training.
376:
worldwide, including those affiliated with TANDEM International, as well as several universities, incorporate this approach into their language programs.
80:
35:
489:
thirty minutes. This experience allows learners to gain insights into their peers' cultures while using the target language appropriately.
292:
234:
175:
245:
127:
311:
99:
898:
746:
347:
329:
263:
146:
49:
953:
439:
106:
736:
84:
113:
41:
405:
1200:
307:
95:
738:
Schmelter, Selbstgesteuertes oder potenziell expansives Fremdsprachenlernen im Tandem, Gunter Narr Verlag Tübingen
73:
460:
linguistic progress of the participants was compared to that of a control group who were also preparing for the '
517:
encounter communication challenges in communication. Accessibility can also be an issue in certain countries.
492:
To conduct effective sessions using the Cormier method, the following recommendations should be considered:
238:
that states a Knowledge (XXG) editor's personal feelings or presents an original argument about a topic.
687:
120:
364:
1082:
1015:
923:
1180:
1140:
1127:
904:
894:
742:
368:
639:"Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)"
303:
1161:
1117:
1107:
1074:
991:
769:"Service > The Franco-German Youth Office (FGYO) | Deutsch-Französisches Jugendwerk"
542:
461:
410:
401:
413:," and tutoring models inspired by this concept emerged in the USA from the 1960s onwards.
373:
438:
In 2016, Tripod Technology GmbH obtained a license from TANDEM Fundazioa to create the
186:
1194:
1086:
1185:
841:
638:
1078:
539:
limited availability of foreign students interested in studying minority languages
1165:
711:
663:
62:
1152:
Lewis, T. (2017). "Introduction to system special issue on telecollaboration".
499:
Taking responsibility for one's own learning when speaking in a second language
1112:
1095:
980:"La construction interactive de la norm comme pratique et come representation"
1131:
908:
891:
Learning culture and language through ICTs: methods for enhanced instruction
502:
Being sensitive to the needs of partners when speaking in one's own language
481:
The Cormier method, developed by Helene Cormier, a language teacher at the
865:
818:"Tandem Server Bochum - language learning exchange partnerships - eTandem"
1122:
996:
979:
768:
817:
793:
513:
timer helps manage and allocate practice time for each participant.
505:
Focusing on communication rather than constantly correcting grammar.
1147:. London: Bloomsbury Academic. pp. 123–140 – via ebrary.
567:
599:
566:
also poses challenges. Certain conferencing technologies, like
275:
217:
158:
56:
15:
1016:"The Best Way to Learn Spanish: A Process That Works for You"
235:
personal reflection, personal essay, or argumentative essay
198:
190:
1037:
1035:
621:
619:
194:
299:
241:
182:
1143:. In Thomas, M.; Reinders, H.; Warshauer, M. (eds.).
600:"Tandem International e.V., the Tandem schools group"
496:
Properly utilizing a timer to manage time allocation.
310:, and by adding encyclopedic content written from a
87:. Unsourced material may be challenged and removed.
954:"Dlaczego tandemy językowe często "nie działają"?"
594:
592:
1145:Contemporary computer-assisted language learning
1181:An extensive bibliography on the tandem method
688:"zweierschaft - English translation – Linguee"
893:. Hershey PA: Information Science Reference.
8:
1067:Innovation in Language Learning and Teaching
1186:Open material data base of Tandem Fundazioa
870:Tandem language exchange - Tandem Fundazioa
50:Learn how and when to remove these messages
1100:Revista Brasileira de Linguística Aplicada
1041:
1003:
947:
945:
943:
625:
1121:
1111:
995:
889:Chang, Maiga; Kuo, Chen-Wo, eds. (2009).
348:Learn how and when to remove this message
330:Learn how and when to remove this message
264:Learn how and when to remove this message
147:Learn how and when to remove this message
588:
483:Club d'échange linguistique de Montréal
468:Development of intercultural competence
176:instructions, advice, or how-to content
1053:
291:contains content that is written like
529:Drawbacks to tandem language learning
7:
85:adding citations to reliable sources
1094:Telles, João Antonio (March 2015).
958:Agnieszka Drummer - język niemiecki
185:so that it is more encyclopedic or
14:
31:This article has multiple issues.
280:
222:
163:
61:
20:
1096:"Teletandem and performativity"
72:needs additional citations for
39:or discuss these issues on the
664:"CEFR level B1 (Intermediate)"
1:
1079:10.1080/17501229.2016.1134859
455:Improvement in language skill
1166:10.1016/j.system.2017.01.007
1141:"Telecollaboration and CALL"
842:"TANDEM Fundazioa: history"
712:"TANDEM Fundazioa: history"
508:Being considerate of others
400:In the early 19th century,
1217:
924:"Cormier method - mullais"
397:Here are some key points:
96:"Tandem language learning"
1113:10.1590/1984-639820155536
550:expertise of participants
548:Another challenge is the
367:that involves reciprocal
735:Schmelter, Lars (2004).
361:Tandem language learning
822:Slf.ruhr-uni-bochum.de
244:by rewriting it in an
922:Mohan, Mullaiselvan.
312:neutral point of view
741:. pp. 134–149.
365:language acquisition
81:improve this article
1139:O'Dowd, R. (2013).
952:Drummer, A (2012).
866:"History of Tandem"
304:promotional content
183:rewrite the content
1201:Language education
798:tandem-schools.com
604:tandem-schools.com
537:One reason is the
363:is an approach to
306:and inappropriate
246:encyclopedic style
233:is written like a
1004:Cappellini (2016)
997:10.4000/aile.1464
794:"TANDEM: Network"
543:foreign languages
369:language exchange
358:
357:
350:
340:
339:
332:
274:
273:
266:
216:
215:
157:
156:
149:
131:
54:
1208:
1169:
1148:
1135:
1125:
1115:
1090:
1057:
1051:
1045:
1039:
1030:
1029:
1027:
1026:
1012:
1006:
1001:
999:
975:
969:
968:
966:
965:
949:
938:
937:
935:
934:
928:sites.google.com
919:
913:
912:
886:
880:
879:
877:
876:
862:
856:
855:
853:
852:
838:
832:
831:
829:
828:
814:
808:
807:
805:
804:
790:
784:
783:
781:
780:
765:
759:
758:
756:
755:
732:
726:
725:
723:
722:
708:
702:
701:
699:
698:
684:
678:
677:
675:
674:
660:
654:
653:
651:
650:
635:
629:
623:
614:
613:
611:
610:
596:
411:Jenaplan schools
402:Joseph Lancaster
374:language schools
353:
346:
335:
328:
324:
321:
315:
293:an advertisement
284:
283:
276:
269:
262:
258:
255:
249:
226:
225:
218:
211:
208:
202:
167:
166:
159:
152:
145:
141:
138:
132:
130:
89:
65:
57:
46:
24:
23:
16:
1216:
1215:
1211:
1210:
1209:
1207:
1206:
1205:
1191:
1190:
1177:
1172:
1151:
1138:
1093:
1064:
1060:
1052:
1048:
1040:
1033:
1024:
1022:
1014:
1013:
1009:
977:
976:
972:
963:
961:
951:
950:
941:
932:
930:
921:
920:
916:
901:
888:
887:
883:
874:
872:
864:
863:
859:
850:
848:
846:Tandemcity.info
840:
839:
835:
826:
824:
816:
815:
811:
802:
800:
792:
791:
787:
778:
776:
767:
766:
762:
753:
751:
749:
734:
733:
729:
720:
718:
716:tandemcity.info
710:
709:
705:
696:
694:
686:
685:
681:
672:
670:
662:
661:
657:
648:
646:
637:
636:
632:
626:Cappellini 2016
624:
617:
608:
606:
598:
597:
590:
586:
574:Cultural issues
557:design of tasks
531:
479:
470:
457:
452:
391:
382:
354:
343:
342:
341:
336:
325:
319:
316:
297:
285:
281:
270:
259:
253:
250:
242:help improve it
239:
227:
223:
212:
206:
203:
180:
168:
164:
153:
142:
136:
133:
90:
88:
78:
66:
25:
21:
12:
11:
5:
1214:
1212:
1204:
1203:
1193:
1192:
1189:
1188:
1183:
1176:
1175:External links
1173:
1171:
1170:
1149:
1136:
1091:
1061:
1059:
1058:
1046:
1031:
1007:
978:Py, B (2000).
970:
939:
914:
899:
881:
857:
833:
809:
785:
760:
747:
727:
703:
679:
655:
630:
615:
587:
585:
582:
530:
527:
510:
509:
506:
503:
500:
497:
478:
477:Cormier Method
475:
469:
466:
462:Zertifikat DaF
456:
453:
451:
448:
390:
387:
381:
378:
356:
355:
338:
337:
308:external links
288:
286:
279:
272:
271:
230:
228:
221:
214:
213:
171:
169:
162:
155:
154:
69:
67:
60:
55:
29:
28:
26:
19:
13:
10:
9:
6:
4:
3:
2:
1213:
1202:
1199:
1198:
1196:
1187:
1184:
1182:
1179:
1178:
1174:
1167:
1163:
1159:
1155:
1150:
1146:
1142:
1137:
1133:
1129:
1124:
1119:
1114:
1109:
1105:
1101:
1097:
1092:
1088:
1084:
1080:
1076:
1072:
1068:
1063:
1062:
1055:
1050:
1047:
1043:
1038:
1036:
1032:
1021:
1017:
1011:
1008:
1005:
998:
993:
990:(12): 77–97.
989:
985:
981:
974:
971:
959:
955:
948:
946:
944:
940:
929:
925:
918:
915:
910:
906:
902:
900:9781605661667
896:
892:
885:
882:
871:
867:
861:
858:
847:
843:
837:
834:
823:
819:
813:
810:
799:
795:
789:
786:
774:
770:
764:
761:
750:
748:9783823361039
744:
740:
739:
731:
728:
717:
713:
707:
704:
693:
689:
683:
680:
669:
665:
659:
656:
644:
640:
634:
631:
627:
622:
620:
616:
605:
601:
595:
593:
589:
583:
581:
578:
575:
571:
569:
565:
561:
558:
553:
551:
546:
544:
540:
535:
528:
526:
522:
518:
514:
507:
504:
501:
498:
495:
494:
493:
490:
486:
484:
476:
474:
467:
465:
463:
454:
449:
447:
443:
441:
436:
433:
430:
426:
422:
418:
414:
412:
407:
403:
398:
395:
388:
386:
379:
377:
375:
370:
366:
362:
352:
349:
334:
331:
323:
320:December 2011
313:
309:
305:
301:
295:
294:
289:This article
287:
278:
277:
268:
265:
257:
254:December 2011
247:
243:
237:
236:
231:This article
229:
220:
219:
210:
207:December 2011
200:
196:
192:
188:
184:
178:
177:
172:This article
170:
161:
160:
151:
148:
140:
137:December 2011
129:
126:
122:
119:
115:
112:
108:
105:
101:
98: –
97:
93:
92:Find sources:
86:
82:
76:
75:
70:This article
68:
64:
59:
58:
53:
51:
44:
43:
38:
37:
32:
27:
18:
17:
1157:
1153:
1144:
1123:11449/127269
1103:
1099:
1070:
1066:
1056:, p. 1.
1049:
1023:. Retrieved
1019:
1010:
1002:As cited in
987:
983:
973:
962:. Retrieved
957:
931:. Retrieved
927:
917:
890:
884:
873:. Retrieved
869:
860:
849:. Retrieved
845:
836:
825:. Retrieved
821:
812:
801:. Retrieved
797:
788:
777:. Retrieved
772:
763:
752:. Retrieved
737:
730:
719:. Retrieved
715:
706:
695:. Retrieved
691:
682:
671:. Retrieved
667:
658:
647:. Retrieved
645:. 2014-03-29
642:
633:
607:. Retrieved
603:
579:
573:
572:
563:
562:
556:
554:
549:
547:
538:
536:
532:
523:
519:
515:
511:
491:
487:
482:
480:
471:
458:
444:
437:
434:
431:
427:
423:
419:
415:
399:
396:
392:
383:
360:
359:
344:
326:
317:
302:by removing
298:Please help
290:
260:
251:
232:
204:
181:Please help
173:
143:
134:
124:
117:
110:
103:
91:
79:Please help
74:verification
71:
47:
40:
34:
33:Please help
30:
1106:(1): 1–30.
1073:(1): 6–20.
1054:Telles 2015
1042:O'Dowd 2013
960:(in Polish)
775:(in German)
692:Linguee.com
406:Andrew Bell
191:Wikiversity
1025:2018-07-20
964:2018-02-14
933:2018-02-14
875:2020-02-25
851:2016-01-20
827:2016-01-20
803:2016-01-20
779:2016-01-20
754:2016-01-20
721:2015-10-10
697:2016-01-20
673:2016-01-20
649:2016-01-20
609:2016-01-20
584:References
564:Technology
440:Tandem app
380:Background
300:improve it
199:Wikivoyage
107:newspapers
36:improve it
1132:1984-6398
1087:147670539
909:430984238
195:Wikibooks
174:contains
42:talk page
1195:Category
773:Dfjw.org
450:Benefits
1160:: 1–6.
643:Coe.int
389:History
240:Please
121:scholar
1154:System
1130:
1085:
1020:Idyoma
907:
897:
745:
668:Eur.nl
189:it to
123:
116:
109:
102:
94:
1083:S2CID
568:Skype
197:, or
128:JSTOR
114:books
1128:ISSN
984:Aile
905:OCLC
895:ISBN
743:ISBN
555:The
404:and
187:move
100:news
1162:doi
1118:hdl
1108:doi
1075:doi
992:doi
83:by
1197::
1158:64
1156:.
1126:.
1116:.
1104:15
1102:.
1098:.
1081:.
1071:10
1069:.
1034:^
1018:.
988:12
986:.
982:.
956:.
942:^
926:.
903:.
868:.
844:.
820:.
796:.
771:.
714:.
690:.
666:.
641:.
618:^
602:.
591:^
545:.
442:.
193:,
45:.
1168:.
1164::
1134:.
1120::
1110::
1089:.
1077::
1044:.
1028:.
1000:.
994::
967:.
936:.
911:.
878:.
854:.
830:.
806:.
782:.
757:.
724:.
700:.
676:.
652:.
628:.
612:.
409:"
351:)
345:(
333:)
327:(
322:)
318:(
314:.
296:.
267:)
261:(
256:)
252:(
248:.
209:)
205:(
201:.
179:.
150:)
144:(
139:)
135:(
125:·
118:·
111:·
104:·
77:.
52:)
48:(
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
