Tandem (language learning method)

Tandem is a language learning method in which two people with different mother tongues teach each other the foreign language.

General background

In principle, the two partners can meet in person (face-to-face tandem) or learn by e-mail, phone or other media (eTandem, also distance tandem). Learning can take place in different ways, with templates, textbooks or simply in a casual conversation. There are completely autonomous forms (tandem partnership of two people, supported by counselors) and others that encourage independent learning (binational tandem course for groups, organized by moderators). The practice method often depends on how well you already master the foreign language. The following applies to the classic principle: Half of the time is devoted to one person, the other half to the other person.

Tandem has been scientifically supported for a long time. Numerous accompanying examinations ensure the effects of tandem, especially for free speaking and the development of listening comprehension, as are those of the eTandem for reading comprehension . Writing skills depend on the quality of the corrections. Basic knowledge is required for participation in the autonomous tandem.

Tandem story

The origins of the idea of “learning languages in exchange” lie in the methods of teaching exchange between students abroad, partner learning, “peer teaching”, tutor models and “twosomes”. There are several stages:

The term “tandem” for a pair of learners in the same language first appeared in 1971 in connection with the “ audiovisual method ” at Wambach, from there it was transferred to the binational courses held since 1968 at Franco-German youth encounters . In this context, the names Bazin, Göbel, Robert Jean, Leupold, Gaston Schott, Raasch, Scherfer, Wambach, Wessling, Zindler and Zamzow and the institutions Franco-German Youth Office, Working Group French Applied Linguistics, Bureau International de Liaison et Documentation and To name the language institute Tübingen.
In 1979, Klaus Liebe-Harkort suggested to Jürgen Wolff to develop the tandem learning partner individual placement, initially for Spanish and German. From 1982 onwards, in collaboration with Marisa Delgado, Bernhard Menschen and Gracia Martín Torres, a course program was developed, which was then organized by the former cooperative 'Centro Cultural Hispano-Alemán Tandem', the forerunner of today's 'Escuela Internacional Tandem Madrid'. The individual exchange later became the basis for the tandem network.
From 1983 onwards, as a result of lively publication, travel and training activities, the idea began to spread rapidly, mainly through the establishment of small "alternative language schools" which have now established themselves as recognized language schools. The material on individual placement has been translated into almost all major European languages. The network structure facilitated courses abroad, youth exchanges, tours of cultural events, class correspondence and similar cross-border activities.

Possible uses

Tandem is an approach for all ages, from children to seniors. It can be used in kindergartens, elementary schools , secondary schools, vocational schools and training institutions, youth organizations, universities and technical colleges, teacher training, adult education , in companies in trade union education and work with migrants.

It can be carried out in the country of one course group, in the country of the other group, together at a third location, across borders or on the Internet. It unites many goals under one roof:

general language tandem,
cultural exchange-oriented encounter tandem,
professional specialist tandem,
anti-racist intercultural tandem,
multilingual Babylonia tandem,
cross-border Mugaz gain and
eTandem on the Internet

As a form of autonomous learning, it offers flexibility in content: conversation, storytelling, reading, professional activities (telephoning, interpreting, translating ...), leisure activities, intercultural differences. Tandem has now gone from being a language learning method to being an educational movement. Tandem procedures are in kindergartens, public schools, school trips , youth exchanges, in bi-national organizations such as the FGYO and DPJW on VHS , Goethe Institutes and similar adult education institutions, universities under the Erasmus programs and in teacher training , used, researched and further developed in companies as a specialist tandem and with immigrants as an intercultural tandem.

Effects

At first, the specialist discussion centered mainly on the question of effectiveness in comparison with conventional language teaching. For this reason, in the 'pioneering days' of Tandem in 1983, a study was carried out at the Goethe-Institut Madrid in which individual tandem, course tandem and teacher-controlled phases were combined and the linguistic progress was compared with a control group. Both were prepared for the 'Certificate DaF'. It was found that the tandem participants performed better in listening and speaking skills, but weaker in reading and writing, and overall they passed the certificate just as well. The mutual error correction was mentioned as a further advantage, the 'intake' is higher than in large classes.

Tandem has always been about an equal connection between 'understanding and learning languages' and 'understanding and getting to know cultures'. Accordingly, a critical analysis of its sustainability must also examine this second 'pillar'. It turned out that in tandem a change of perspective and comparison of one's own and other's internal and external perspective can take place. This is also very helpful for translator training.

Native speakers also report an increase in awareness of their own language in the course of the tandem, so it is suitable as a kind of pre-internship for teacher training . With regard to the necessity and quality of the advice, it is indispensable to provide the following 'basic tools' in a practical introduction at the beginning of the tandem:

Metacommunication formulas for asking questions in the foreign language, for the learner role, and
most important explanatory techniques in the first language for the role of learning assistant.

For mediation with large numbers of participants, the “cocktail mediation”, in which many people form partnerships at the same time after an introduction in tandem, turned out to be just as effective as mediation with questionnaires and introductions. This form, which saves a lot of effort and is often the only viable option at universities, does not damage the quality. It can therefore be recommended as an equivalent form of finding a learning partner, provided that the possibility of questionnaires is announced in advance for those who remain. The results of the people without any support are weaker in the linguistic area, which is in line with the mediation experience. Achievement of the cultural goals seems to be strongly dependent on other factors, it even reaches higher values for people who were not mediated at all. When asked about the probable course of the self-search, a third to half of all groups said that the tandem would have gone the same. Some differentiate between search and history , d. In other words, they see the placement / get-to-know event not as a guarantee of success, but as a means of making it easier to find a partner.

In a further study, tandem partners in Bozen / Bolzano and Meran , who had been learning together for more than a year and can therefore be regarded as 'experts', were asked about their experiences. In this way, criteria for 'good tandems' should also be extrapolated . The results (order according to frequency, multiple answers possible): human understanding / sympathy, common interests, availability in time, punctuality / reliability, consistency, common goals. The support at the beginning was seen by everyone as an important start-up aid or “boost”.

The tandem network also cooperated with the 'International (E-Mail) Tandem Network', which was founded as RiBO in 1992 by Helmut Brammerts, Ruhr University Bochum. In addition, more and more public institutions such as universities, adult education centers, Goethe institutes and even primary schools began to gain experience with the process. The 'alpha beta' cooperative in Bolzano / Bozen and Meran (o) began in 1991 to apply the tandem principle to the entire Alto Adige / South Tyrol region.

This was followed by the establishment of the tandem foundation 'Tandem Fundazioa', which began with quality certification for the placements in 2009, and the language school association 'Tandem International eV', which has been the owner of the 'TANDEM' brand since 2015.

Web links

Individual evidence

^ German Patent and Trademark Office, register number 39806820 . Retrieved December 18, 2017

[1] German Patent and Trademark Office, register number 39806820 . Retrieved December 18, 2017