Challenges of implementing authenticity of tandem learning in formal language education

A1 Journal article (refereed)

Internal Authors/Editors

Publication Details

List of Authors: Janne Elo, Michaela Pörn
Publication year: 2018
Journal: International Journal of Bilingual Education and Bilingualism
eISSN: 1747-7522


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.


Authentic learning, Classroom tandem, Second language learning, tandem learning, Task analysis

Last updated on 2019-22-08 at 05:35