Classroom Tandem--Outlining a Model for Language Learning and Instruction

Autor/inn/en	Karjalainen, Katri; Pörn, Michaela; Rusk, Fredrik; Björkskog, Linda
Titel	Classroom Tandem--Outlining a Model for Language Learning and Instruction
Quelle	In: International Electronic Journal of Elementary Education, 6 (2013) 1, S.165-184 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Second Language Learning; Second Language Instruction; Longitudinal Studies; Swedish; Finno Ugric Languages; Language of Instruction; Native Language; Classroom Communication; Teaching Methods; Video Technology; Oral Language; Class Activities; Foreign Countries; Language Usage; Bilingualism; Finland + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schwedisch; Teaching language; Unterrichtssprache; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Sprachgebrauch; Bilingualismus; Finnland
Abstract	The aim of this paper is to outline classroom tandem by comparing it with informal tandem learning contexts and other language instruction methods. Classroom tandem is used for second language instruction in mixed language groups in the subjects of Finnish and Swedish as L2. Tandem learning entails that two persons with different mother tongues learn each other's native languages in reciprocal cooperation. The students function, in turns, as a second language learner and as a model in the native language. We aim to give an overview description of the interaction in classroom tandem practice. The empirical data consists of longitudinal video recordings of meetings of one tandem dyad within a co-located Swedish-medium and Finnish-medium school. Focus in the analysis is on the language aspects the informants orient to and topicalize in their interaction. The language aspects vary depending on what classroom activities they are engaged in, text-based or oral activities. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01