Table Of ContentRedefi ning Tandem Language
and Culture Learning in Higher
Education
Redefi ning Tandem Language and Culture Learning in Higher Education
provides an overview of a specifi c type of learning, called tandem language
and culture learning, which was created and developed in Europe after the
Second World War, before reaching other continents. Through focusing
on higher education, the authors demonstrate how, despite institutional
constraints, language educators can make better use of this practice
in such contexts as internationalisation, physical and virtual mobility,
lifelong learning and intercultural education.
This book comprises 16 chapters which examine how tandem language
and culture learning is currently being institutionalised in higher education
thus showing how the founding principles of the tandem approach
have been revisited, which learning outcomes (intercultural, linguistic,
professional) tandem learning may bring about, and which key issues
must be addressed (assessment, counselling, resources) when setting
up tandem programmes. The various contributions present up-to-date
tandem studies from both European and non-European perspectives.
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.
Claire Tardieu is full professor of English didactics in the English
Department at Sorbonne Nouvelle University, where she mainly lectures
on second language teaching and learning.
Céline Horgues is a senior lecturer in the English Department at Sorbonne
Nouvelle University, where she mainly teaches English phonetics.
Routledge Studies in Language and
Intercultural Communication
Edited by Zhu Hua
Birkbeck College, University of London
and
Claire Kramsch
University of California, Berkeley
Researching Identity and Interculturality
Edited by Fred Dervin and Karen Risager
Online Intercultural Exchange
Policy, Pedagogy, Practice
Edited by Robert O’Dowd and Tim Lewis
The Critical Turn in Language and Intercultural
Communication Pedagogy
Theory, Research and Practice
Edited by Maria Dasli and Adriana Raquel Díaz
Interculturality, Interaction and Language Learning
Insights from Tandem Partnerships
Jane Woodin
Beyond Native Speakerism
Current Explorations and Future Visions
Stephanie Ann Houghton, Damian J. Rivers and Kayoko Hashimoto
Screens and Scenes
Multimodal Communication in Online Intercultural Encounters
Edited by Richard Kern and Christine Develotte
Glocal Languages and Critical Intercultural Awareness
The South Answers Back
Edited by Manuela Guilherme and Lynn Mario T. Menezes de Souza
Redefi ning Tandem Language and Culture Learning
in Higher Education
Edited by Claire Tardieu and Céline Horgues
For more information about this series, please visit: www.routledge.com/
Routledge-Studies-in-Language-and-Intercultural-Communication/book-series/
LICC
Redefi ning Tandem Language
and Culture Learning in
Higher Education
Edited by Claire Tardieu
and Céline Horgues
First published 2020
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2020 Taylor & Francis
The right of Claire Tardieu and Céline Horgues to be identifi ed as the
authors of the editorial material, and of the authors for their individual
chapters, has been asserted in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other means,
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Trademark notice : Product or corporate names may be trademarks or
registered trademarks, and are used only for identifi cation and explanation
without intent to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-58461-7 (hbk)
ISBN: 978-0-429-50589-8 (ebk)
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Contents
Editors’ Biographies viii
Contributors ix
Tables and Figures xv
General Editors’ Preface xvi
CLAIRE KRAMSCH AND ZHU HUA
Introduction 1
CLAIRE TARDIEU AND CÉLINE HORGUES
PART I
Remodelling Tandem Learning and Language Policies 13
1 Reciprocity 2.0: How Reciprocity Is Mediated Through
Different Formats of Learners’ Logs 15
MARCO CAPPELLINI, ANNA-KATHARINA ELSTERMANN
AND ANNICK RIVENS MOMPEAN
2 From a Cultural to an Intercultural Approach:
Tandem Learning and the Intercultural Speaker 31
JANE WOODIN
3 A Psycholinguistic Perspective on “Tandem Learning”
in the Foreign Language Classroom 47
HEATHER E. HILTON
4 Reconsidering Tandem Learning Through a
Translanguaging Lens: A Study of Students’
Perceptions and Practices 60
JULIE McALLISTER AND MARIE-FRANÇOISE NARCY-COMBES
vi Contents
5 Reciprocal Learning and Intercultural Exchange in a
Virtual Environment 79
STACEY BENOIT AND LARA LOMICKA
PART II
Tandem and (Language and Culture) Learning 95
6 Tracing the Development of Intercultural Competence in
Telecollaborative Interaction: An Analysis of Evaluative
Language in eTandem Exchanges 97
MARGARITA VINAGRE AND AVELINO CORRAL ESTEBAN
7 Developing Intercultural Sensitivity Through
Telecollaboration in Higher Education 114
ANGEL RALUY AND ELŻBIETA SZYMAŃSKA-CZAPLAK
8 Will My Fluency Improve in the Tandem Programme?
An Analysis of Japanese and French Language Production 129
MARIE SHUMAN AND JOSEPH PAUL STEMBERGER
9 Corrective Feedback in English/French Spoken Tandem
Interactions 147
SYLWIA SCHEUER AND CÉLINE HORGUES
10 Resorting to E-Tandem Learning in Academic Language
Teacher Training Programmes: Evidence from the
Literature and the Field 161
JOSÉ IGNACIO AGUILAR RÍO, CÉDRIC BRUDERMANN
AND DAGMAR ABENDROTH-TIMMER
PART III
Running Tandem Programmes 177
11 Possible Ways of Fostering Self-Evaluation in Tandem:
A Project Supported by the Franco-German Youth Offi ce 179
KARIN KLEPPIN
12 Assessment in Higher Education Tandem: A Proposal 194
JOSÉ Mª TEJEDOR-CABRERA
Contents vii
13 Tandem Learning in the Context of Internationalisation
of Higher Education at INALCO 208
ISABELLE LALLEMAND
14 Designing and Using a Tandem Learning Textbook:
A Case Study—Romania and Slovakia 223
AURORA BĂGIAG AND NICOLAS GUY
15 From Compulsory to Voluntary Counselling in Tandem 237
MÓNICA SÁNCHEZ-GONZÁLEZ AND LENNART KOCH
16 Language Policies and Multilingualism: A European
Perspective 253
ANNE GALLAGHER
Conclusion: Redefi ning Tandem Language and Culture
Learning in Higher Education 270
CLAIRE TARDIEU AND CÉLINE HORGUES
Index 281
Editors’ Biographies
Claire Tardieu is full professor of English Didactics at the Department
of English, Sorbonne Nouvelle University. Over her career, she has
held leadership positions in Société des Anglicistes de l’Enseignement
Supérieur (SAES) and Association pour la Recherche en Didactique de
l’Anglais et en Acquisition (ARDAA). As a collaborator of the French
Secretary of Education, she took part in several European Projects
supported by the Council of Europe (Dutch CEF Grid, EBAFLS,
CEF-ESTIM). She also participated in writing for the Lingua D proj-
ect 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 Sor-
bonne Nouvelle University, where she mainly teaches English phonet-
ics. With Sylwia Scheuer, she coordinated the collection and analysis
of a multimodal corpus of English-French tandem spoken interac-
tions (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.
Contributors
Dagmar Abendroth-Timmer is Professor of French and Spanish didactics
at Siegen University in Germany. She is responsible for the training
of pre-service teachers in the Bachelor’s and Master’s programmes.
She is a member of the scientifi c board of the international research
group LANGSCAPE which brings together researchers in the domains
of pluri-/multilingualism, cultural studies and situated identities. Her
research interests include plurilingualism, motivation and pre-service
teacher education.
José Ignacio Aguilar Río is a senior lecturer in applied linguistics and
French didactics at Sorbonne Nouvelle-Paris 3 University in France.
He teaches undergraduate, postgraduate and master’s courses in educa-
tion and applied linguistics. He is a member of the DILTEC EA 2288
research team. His research interests are in blended learning, foreign
language teacher education and research methodology. He has pre-
sented papers at international conferences in Europe. His works have
been published in international reviews.
Aurora Băgiag is a PhD, senior lecturer in French and Romanian for
Medical Purposes since 2008 at the Department of modern languages
of Iuliu Haţieganu University of Medicine and Pharmacy, Cluj-Napoca
(Romania). Her research areas include teaching French and Romanian
for Medical Purposes, tandem teaching and learning, bilingual learning
by immersion, and medical translations.
Stacey Benoit is Senior Lecturer of English at the École nationale des
Ponts et Chaussées and Head of English for undergraduate/graduate
level engineers. She joined the school in 2009. Her courses explore
intercultural studies, social justice, food/nutrition, design thinking,
sustainable development, and urban agriculture in language learning.
Stacey works with the linguistic research group ERDLI (focusing on
sociolinguistic, corporal, intercultural and multilingual approaches to
language teaching). She contributes to the annual congress/working
community of UPLEGESS, a union of language teachers in the French
Grande École (graduate school) system.
