Challenges of implementing authenticity of tandem learning in formal language education

ABSTRACT

In tandem learning, a model for two-way language learning originally developed for non-formal education, language is learned through interaction between two native speakers with different first languages learning each other's languages in cooperation. A high level of authentic learning characterises this model. The original tandem learning model has been developed and transferred to a formal educational context. However, the effects of this transition on the authentic character of tandem learning has not been investigated, and research in this field is needed. This paper aims to increase knowledge and understanding of the challenges of implementing authenticity of tandem learning in formal language education by analysing the learning tasks in a handbook developed for classroom tandem, a model for language learning and teaching, within second national language education in Finland. The results indicate a large variation in authenticity levels among classroom tandem tasks, indicating that the implementation of tandem learning in a formal educational context has compromised authenticity. The results identify aspects of learning tasks that are problematic and could be further developed. The results point to areas for further development of the classroom tandem model.

KEYWORDS:

• Classroom tandem
• second language learning
• authentic learning
• tandem learning
• task analysis

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Harry Schaumans Stiftelse; Högskolestiftelsen i Österbotten; Aktiastiftelsen i Vasa; Evald och Hilda Nissis Stiftelse; Svensk-österbottniska Samfundet; Svenska Kulturfonden.

Notes on contributors

Janne Elo

Dr. Janne Elo is a University Lecturer in General Education and Adult Education at the Faculty of Education and Welfare Studies at the Åbo Akademi University in Finland. His main research interests are enterprise and entrepreneurship education, pedagogic leadership and teacher autonomy.

Michaela Pörn

Michaela Pörn is Professor in Finnish Language Education at the Faculty of Education and Welfare Studies at Åbo Akademi University in Finland. Her main research interests are second language learning, tandem learning, language teaching and education, and action research.