Challenges of implementing authenticity of tandem learning in formal language education

References

• Apfelbaum, B. 1993. Erzählen im Tandem: Sprachlernaktivitäten und die Konstruktion eines Diskursmusters in der Fremdsprache. Tübingen: Gunter Narr Verlag.
   Google Scholar
• Bechtel, M. 2003. Interkulturelles Lernen beim Sprachenlernen im Tandem: Eine diskursanalytische Untersuchung. Tübingen: Gunter Narr Verlag.
   Google Scholar
• Bower, J., and S. Kawaguchi. 2011. “Negotiation of Meaning and Corrective Feedback in Japanese/English eTandem.” Language Learning & Technology 15 (1): 41–71. http://llt.msu.edu/issues/february2011/bowerkawaguchi.pdf.
   Web of Science ®Google Scholar
• Boyd, S., and A. Palviainen. 2015. “Building Walls or Bridges?: A Language Ideological Debate about Bilingual Schools in Finland.” In Language Policies in Finland and Sweden: Interdisciplinary and Multi-Sited Comparisons, edited by M. Halonen, P. Ihalainen, and T. Saarinen, 57–89. Bristol, UK: Multilingual Matters.
   Google Scholar
• Brammerts, H. 2003. “Språkinlärning i tandem och inlärarautonomi: Om utvecklingen av ett koncept.” In Självstyrd språkinlärning i tandem: en handbok, edited by B. Jonsson, 13–21. Härnösand: Department of Humanities, Mid Sweden University.
   Google Scholar
• Brammerts, H., and C. Calvert. 2003. “Att lära genom kommunikation i tandem.” In Självstyrd språkinlärning i tandem: en handbok, edited by B. Jonsson, 31–43. Härnösand: Department of Humanities, Mid Sweden University.
   Google Scholar
• Breen, M. 1989. “The Evaluation Cycle for Language Learning Tasks.” In The Second Language Curriculum, edited by R. K. Johnson, 187–206. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Doehler, S. P. 2010. “Conceptual Changes and Methodological Challenges: On Language and Learning from a Conversation Analytic Perspective on SLA.” In Conceptualising ‘Learning’ in Applied Linguistics, edited by P. Seedhouse, S. Walsh, and C. Jenks, 105–126. Basingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Dooly, M. 2011. “Divergent Perceptions of Telecollaborative Language Learning Tasks: Task-as-Workplan vs. Task-as-Process.” Language Learning & Technology 15 (2): 69–91. http://llt.msu.edu/issues/june2011/dooly.pdf.
   Web of Science ®Google Scholar
• Edelson, D. C., and B. J. Reiser. 2006. “Making Authentic Practices Accessible to Learners: Design Challenges and Strategies.” In Cambridge Handbook of the Learning Sciences, edited by R. K. Sawyer, 335–354. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Enfield, N. J., and S. C. Levinson, eds. 2006. Roots of Human Sociality: Culture, Cognition and Interaction. Oxford, UK: Berg.
   Google Scholar
• Engeström, Y. 2009. “From Learning Environments and Implementation to Activity Systems and Expansive Learning.” International Journal of Human Activity Theory (Action) 2 (3): 17–31. http://www.chat.kansai-u.ac.jp/english/publications/actio/pdf/no2-2.pdf.
   Google Scholar
• Forsman, L., G. Karlberg-Granlund, M. Pörn, P. Salo, and J. Aspfors. 2014. “From Transmission to Site-Based Professional Development: On the Art of Combining Research with Facilitation.” In Lost in Practice: Transforming Nordic Educational Action Research, edited by K. Rönnerman, and P. Salo, 113–132. Rotterdam: Sense Publishers.
   Google Scholar
• Gilje, O., and O. Erstad. 2017. “Authenticity, agency and enterprise education studying learning in and out of school.” International Journal of Educational Research 84: 58–67. doi:10.1016/j.ijer.2016.05.012.
   Web of Science ®Google Scholar
• Groundwater-Smith, S., J. Mitchell, N. Mockler, P. Ponte, and K. Rönnerman. 2012. Facilitating Practitioner Research. Developing Transformational Partnerships. London: Routledge.
   Google Scholar
• Gulikers, J., T. Bastiaens, P. Kirschner, and L. Kester. 2008. “Authenticity is in the Eye of the Beholder: Student and Teacher Perceptions of Assessment Authenticity.” Journal of Vocational Education and Training 60 (4): 401–412. doi:10.1080/13636820802591830.
   Google Scholar
• Hansell, K., and M. Pörn. 2016. “Tandempar skriver tillsammans: Interaktionsmönster i gemensamma skrivprocesser.” Nordand – Nordisk tidsskrift for andrespråksforskning 11 (1): 93–117.
   Google Scholar
• Hardy, I. 2012. The Politics of Teacher Professional Development: Policy, Research and Practice. New York: Routledge.
   Google Scholar
• Herrington, J., R. Oliver, and T. Reeves. 2003. “Patterns of Engagement in Authentic Online Learning Environments.” Australasian Journal of Educational Technology 19 (1): 59–71. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.971&rep=rep1& type=pdf. doi: 10.14742/ajet.1701
   Google Scholar
• Herrington, J., and J. Parker. 2013. “Emerging Technologies as Cognitive Tools for Authentic Learning.” British Journal of Educational Technology 44 (4): 607–615. doi:10.1111/bjet.12048.
   Web of Science ®Google Scholar
• Hillis, P. 2008. “Authentic Learning and Multimedia in History Education.” Learning, Media and Technology 33 (2): 87–99. doi:10.1080/17439880802097634.
   Web of Science ®Google Scholar
• Hodson, D. 2014. “Learning Science, Learning about Science, Doing Science: Different Goals Demand Different Learning Methods.” International Journal of Science Education 36 (15): 2534–2553. doi:10.1080/09500693.2014.899722.
   Web of Science ®Google Scholar
• Holstein, S., and I. Oomen-Welke. 2006. Sprachen-Tandem für Paare, Kurse, Schulklassen: Ein Leitfaden für Kursleiter, Lehrpersonen, Migrantenbetreuer und autonome Tandem-Partner. Freiburg im Breisgau: Fillibach Verlag.
   Google Scholar
• Kääntä, L. 2010. Teacher Turn-Allocation and Repair Practices in Classroom Interaction: A Multisemiotic Perspective. Jyväskylä Studies in Humanities 137. Jyväskylä: University of Jyväskylä.
   Google Scholar
• Karjalainen, K. 2011. Interaktion som mål och medel i FinTandem: Strategier och orientering vid problem i språkproduktion. Acta Wasaensia nr 244, Språkvetenskap 43. Vaasa: University of Vaasa.
   Google Scholar
• Karjalainen, K., C. Engberg, M. Pörn, and A. Korhonen. 2015. “Koodinvaihdot kolmanteen kieleen suomen ja ruotsin kielen luokkatandem-opiskelussa.” In Rajojen dynamiikka, Gränsernas dynamik, Borders under Negotiation, Grenzen und ihre Dynamik, edited by D. Rellstab, and N. Siponkoski, 127–136. Vaasa: VAKKI Publications 4.
   Google Scholar
• Karjalainen, K., M. Pörn, F. Rusk, and L. Björkskog. 2013. “Classroom Tandem: Outlining a Model for Language Learning and Instruction.” International Electronic Journal of Elementary Education (IEJEE) 6 (1): 165–184.
   Google Scholar
• Kleppin, K., and H. Raabe. 2000. “Zur Helferrolle im Tandemdiskurs.” In Kognitive Aspekte des Lehrens und Lernens von Fremdsprachen. Festschrift für Willis J. Edmondson zum 60. Geburtstag, edited by C. Riemer, 354–372. Tübingen: Gunter Narr Verlag.
   Google Scholar
• Laurén, C. 2006. Tidig inlärning av flera språk: teori och praktik. Vaasan yliopiston julkaisuja. Tutkimuksia 274. Språkvetenskap 45. Vaasa: University of Vaasa.
   Google Scholar
• Lightbown, P. M., and N. Spada. 2006. How Languages are Learned. 3rd ed. Oxford: Oxford University Press.
   Google Scholar
• Littlejohn, A. 2011. “The Analysis of Language Teaching Materials: Inside the Trojan Horse.” In Materials Development in Language Teaching, 2nd ed., edited by B. Tomlinson, 179–211. Cambridge: Cambridge University Press.
   Google Scholar
• Löf, Å, H. Koskinen, M. Pörn, K. Hansell, A. Korhonen, and C. Engberg. 2016. Klasstandem: en resa över språkgränsen. Luokkatandem: Matka yli kielirajan. Dokumentation från Fakulteten för pedagogik och välfärdsstudier 7. Vaasa: Fakulteten för pedagogik och välfärdsstudier, Åbo Akademi.
   Google Scholar
• Macht, S. A., and S. Ball. 2016. “‘Authentic Alignment’: A New Framework of Entrepreneurship Education.” Education + Training 58 (9): 926–944. doi:10.1108/ET-07-2015-0063.
   Web of Science ®Google Scholar
• Newmann, F. M., and G. G. Wehlage. 1993. “Educational Leadership: Five Standards of Authentic Instruction.” Educational Leadership 50 (7): 8–12. http://www.ascd.org/publications/educational-leadership/apr93/vol50/num07/Five-Standards-of-Authentic-Instruction.aspx.
   Web of Science ®Google Scholar
• Nicaise, M., T. Gibney, and M. Crane. 2000. “Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom.” Journal of Science Education and Technology 9 (1): 79–94. https://link.springer.com/article/10.1023/A:1009477008671.
   Google Scholar
• Nikitina, L. 2011. “Creating an Authentic Learning Environment in the Foreign Language Classroom.” International Journal of Instruction 4 (1): 33–46. https://files.eric.ed.gov/fulltext/ED522931.pdf.
   Google Scholar
• Nuolijärvi, P. 2013. “Suomen ja ruotsin kielen asema ja kieliolojen seuranta Suomessa.” In Kaksikielinen koulu: Tulevaisuuden monikielinen Suomi. Tvåspråkig skola: ett flerspråkigt Finland i framtiden, edited by L. Tainio, and H. Harju-Luukkainen, 23–46. Jyväskylä: Suomen kasvatustieteellinen seura.
   Google Scholar
• Pörn, M. and K. Hansell. 2017. “The Teacher’s Role in Supporting Two-Way Language Learning in Classroom Tandem.” International Journal of Bilingual Education and Bilingualism. Advance online publication. doi:10.1080/13670050.2017.1379946.
   PubMedGoogle Scholar
• Rost-Roth, M. 1995. Sprachenlernen im direkten Kontakt. Autonomes Tandem in Südtirol: Eine Fallstudie. Unter Mitarbeit von Oliver Lechlmair. Meran: Alpha & Beta.
   Google Scholar
• Rule, A. C. 2006. “Editorial: The Components of Authentic Learning.” Journal of Authentic Learning 3 (1): 1–10. https://dspace.sunyconnect.suny.edu/bitstream/handle/ 1951/35263/editorial_rule.pdf?sequence=1&isAllowed=y.
   Google Scholar
• Russell-Bowie, D. 2012. “Developing Preservice Primary Teachers’ Confidence and Competence in Arts Education Using Principles of Authentic Learning.” Australian Journal of Teacher Education 37 (1): 59–74. doi: 10.14221/ajte.2012v37n1.2
   Google Scholar
• Saye, J., and Social Studies Inquiry Research Collaborative (SSIRC). 2013. “Authentic Pedagogy: It’s Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests.” Theory & Research in Social Education 41 (1): 89–132. doi:10.1080/00933104.2013.756785.
   Google Scholar
• Schaffer, D. W., and M. Resnick. 1999. “‘Thick’ Authenticity: New Media and Authentic Learning.” Journal of Interactive Learning Research 10 (2): 195–215.
   Google Scholar
• Schmelter, L. 2004. Selbstgesteuertes oder potenziell expansives Fremdsprachenlernen im Tandem. Giessener Beiträge zur Fremdsprachendidaktik. Tübingen: Narr.
   Google Scholar
• Seedhouse, P. 2005. “‘Task’ as Research Construct.” Language Learning 55 (3): 533–570. http://onlinelibrary.wiley.com/doi/10.1111/j.0023-8333.2005.00314.x/epdf. doi: 10.1111/j.0023-8333.2005.00314.x
   Web of Science ®Google Scholar
• Seedhouse, P., and S. Almutairi. 2009. “A Holistic Approach to Task-Based Interaction.” International Journal of Applied Linguistics 19 (3): 311–338. http://onlinelibrary.wiley.com/doi/10.1111/j.1473-4192.2009.00243.x/epdf. doi: 10.1111/j.1473-4192.2009.00243.x
   Google Scholar
• Seedhouse, P., and S. Walsh. 2010. “Learning a Second Language Through Classroom Interaction.” In Conceptualising ‘Learning’ in Applied Linguistics, edited by P. Seedhouse, S. Walsh, and C. Jenks, 127–146. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Snape, P., and W. Fox-Turnbull. 2013. “Perspectives of Authenticity: Implementation in Technology Education.” International Journal of Technology and Design Education 23 (1): 51–68. doi:10.1007/s10798-011-9168-2.
   Web of Science ®Google Scholar
• Splitter, L. J. 2009. “Authenticity and Constructivism in Education.” Studies in Philosophy and Education 28 (2): 135–151. doi:10.1007/s11217-008-9105-3.
   Web of Science ®Google Scholar
• Vu, T. T., and G. Dall’Alba. 2014. “Authentic Assessment for Student Learning: An Ontological Conceptualisation.” Educational Philosophy and Theory 46 (7): 778–791. doi:10.1080/00131857.2013.795110.
   Web of Science ®Google Scholar