Challenges of Implementing Authenticity of Tandem Learning in Formal Language Education

Autor/inn/en	Elo, Janne; Pörn, Michaela
Titel	Challenges of Implementing Authenticity of Tandem Learning in Formal Language Education
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 6, S.771-784 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elo, Janne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1516188
Schlagwörter	Cooperative Learning; Authentic Learning; Second Language Learning; Curriculum Implementation; Native Speakers; Official Languages; Language of Instruction; Swedish; Finno Ugric Languages; Personal Autonomy; Interaction; Class Activities; Secondary School Students; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Zweitsprachenerwerb; Muttersprachler; Office language; Amtssprache; Teaching language; Unterrichtssprache; Schwedisch; Individuelle Autonomie; Interaktion; Sekundarschüler; Ausland; Finnland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01