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This book provides a comprehensive critical account of tandem
learning, charting it evolution from its origins in European
educational settings to modern programs offering new perspectives
on the approach's role within higher education. Taking stock of the
ways in which increased globalization has produced new linguistic
and sociocultural realities, the volume begins by looking back at
the development of tandem learning over the last several decades,
growing out of a need to create more opportunities for L2 learners
to communicate in their target language. The book then examines the
different learning objectives and learning outcomes of tandem
learning arrangements, moving toward a discussion of tandem
learning's potential role in shaping language policy and the unique
challenges involved in implementing tandem programs at higher
education institutions. The final section of the book brings the
previous discussions together to consider new tools and technology
and the ways in which they can better equip language educators to
implement tandem learning in their own practice. Highlighting
tandem learning's potential to promote multilingual and
multicultural learning on a global scale, this volume will be of
particular interest to students and researchers in intercultural
communication, language education, multilingualism, and applied
linguistics.
This book provides a comprehensive critical account of tandem
learning, charting it evolution from its origins in European
educational settings to modern programs offering new perspectives
on the approach's role within higher education. Taking stock of the
ways in which increased globalization has produced new linguistic
and sociocultural realities, the volume begins by looking back at
the development of tandem learning over the last several decades,
growing out of a need to create more opportunities for L2 learners
to communicate in their target language. The book then examines the
different learning objectives and learning outcomes of tandem
learning arrangements, moving toward a discussion of tandem
learning's potential role in shaping language policy and the unique
challenges involved in implementing tandem programs at higher
education institutions. The final section of the book brings the
previous discussions together to consider new tools and technology
and the ways in which they can better equip language educators to
implement tandem learning in their own practice. Highlighting
tandem learning's potential to promote multilingual and
multicultural learning on a global scale, this volume will be of
particular interest to students and researchers in intercultural
communication, language education, multilingualism, and applied
linguistics.
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