Tandem language learning is a method of language learning based on mutual language exchange between tandem partners (ideally each learner is a native speaker in the language the proponent wants to learn). Many language schools in the world, organised as TANDEM International, as well as many universities, are working with this method.
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Basically both partners can meet in person (face-to-face Tandem) or learn by e-mail, phone or other media (eTandem, also distance Tandem). Learning is supported by various materials and methods: work sheets, textbooks or simply informal conversation. There are distinct and self-directed uses of the Tandem method which promote independent learning: Tandem partnership (two people, supported by counsellors) and binational Tandem (course for groups, organised by moderators). The classical style is that half the time is dedicated to one person, the other half to the other person. For example, a Portuguese and a German can talk half an hour in German and afterwards half an hour in Portuguese. The only condition for participation in self-directed Tandem is lower intermediate level (present perfect, sentences with two objects).
The origin of the "language learning by exchange" approach lies in the various systems of teaching exchange of students abroad, partner learning, "peer teaching", tutoring models and "Zweierschaften" (Steinig). There are several distinct stages: [1] [2]
Tandem is an approach for every age group, from children to senior citizens. It can be used in kindergartens, elementary schools, secondary schools, vocational schools and tertiary institutions, youth organisations, universities and advanced technical colleges, in teacher education, adult education, in companies, in trade union education and work with migrants. It can take place in the country of one course group, in the country of the other group, together in a third place, or on the Internet. It unites many aims under one roof:
and offers self-directed learning with flexibility of content: conversation, narrative, reading, professional activities (phone calls, interpretation, translation...), leisure activities, intercultural differences. Tandem has developed, in the meantime, from a language-learning method to an educational movement.
At first, professional discussion primarily centred round the question of Tandem’s effectiveness in comparison with traditional language teaching. This initiated an investigation carried out in 1983 in the Madrid Goethe-Institute, in which Tandem pairs, a Tandem course and teacher-steered phases were connected with each other and the linguistic progress was compared to a control group, prepared also for the 'Zertifikat DaF'. It appeared that the Tandem participants got better results in listening comprehension and speech skills, while in reading and writing they were less successful, although their performance in the certificate as a whole was just as good as the control group. Another advantage that was noted was the mutual mistake correction, as the linguistic intake was higher than in big classes.
Not only is Tandem concerned with language comprehension and learning, but equally with cultural understanding and knowledge. Accordingly a critical analysis of its competence must also examine this second ‘leg’. In fact, it turns out that Tandem aids a change of perspective, with comparison of one’s own and foreign points of view. This is also very helpful during the translator's training. Moreover, native speakers report an increase of awareness about their own language in the course of the Tandem. Therefore, it is suitable as a ‘preparation in confidence’ for teacher training.
With regard to the requirements and quality of the advice, it is essential to give the following basic tools during a practical introduction to Tandem: • metacommunication formulas in the foreign language, for the learner's role, and • the most important explanation techniques in the first language, for the learning assistant's role. For mediation with large numbers of participants "cocktail mediation", with which many people form partnerships after an introduction to Tandem, proved as effective as mediation with questionnaires and images. This method, which saves a lot of effort and is often the only possible way at universities, does not impair the learning quality. It can be recommended as a good way of finding learning partners, with the condition that for the remaining students the possibility of questionnaire mediation is made known before starting.
In another investigation, Tandem partners in Bolzano and Merano who had been learning for more than one year together and can be seen accordingly as experts, were questioned about their experiences. In this manner we can infer criteria for ‘good’ Tandems. The result was (in order of frequency, multiple answers possible): human understanding/sympathy, common interests, time availability, punctuality/reliability, consistency, common aims. The support at the beginning was seen by all as important as a launch or "kick start".
Several series of tandem handbooks have been published in many languages as a result of the European Union funded projects: [3]