By Tony Jenniss, Conseil en Éducation des Premières Nations/First Nations Education Council, Laurence Capus, Department of Computer Science and Software Engineering, Université Laval
Susan Parks and Sabrina Priego, Department of Languages, Linguistics and Translation, Université Laval
What is tandem language learning?
In tandem language learning (ALT), two students with different native languages collaborate to help each other learn each other’s language. Although the term “native language” is mentioned, a more appropriate designation would be to refer to partners who are proficient speakers of the target language. These include partners whose language of schooling is that of the target linguistic community.
In Canada, English as a Second Language (ESL) students in Quebec can, for example, be paired with French as a Second Language (FLS) students in Ontario or the United States. Students learning Spanish can be matched with ESL or FSL students in a country like Mexico.
ALT is primarily aimed at language learners who are not in a region where the target language is the language of the general social context. From a cultural perspective, it is also more beneficial for ESL learners in Quebec to have access to speakers in English-speaking communities outside of Quebec.
ALT originally began with in-person exchanges. However, with the advent of the Internet, trading is now done online and is called eTandem trading.
ALT is characterized by three principles:
1. Bilingualism: Partners communicate in both a second language (L2) and a first language (L1), for example by having separate topics, each reserved for one of the languages.
2. Reciprocity: Partners devote equal time to both languages and commit to providing each other with feedback.
3. Autonomy: In a school environment, the supervision of the teacher is essential. Students should be made aware of strategies that can help them get the most out of ALT activity, both for themselves and their partners.
As with any educational activity, the following steps are important.
Before the task:
- Prepare students carefully.
- Give advice and support.
While performing the ALT task
- Students communicate with their partners.
After the ALT task
- Students use information and feedback from partners for follow-up tasks. For example, they could create a Canva poster and use it during a team presentation.
How does ALT contribute to language learning?
Teachers often confuse eTandem with traditional pen-pal exchanges. However, as shown in the table below, eTandem activity includes important elements for language acquisition that are often not integrated into traditional exchanges. Specifically, consistent with the principles of ALT mentioned above, eTandem exchanges are designed to include L1 exchanges, corrective feedback, and follow-up reinvestment tasks.
Those interested in research can refer to the resources provided at the end of this article.
Let’s compare a traditional correspondence activity – type pen pal – with an eTandem activity.
| FACTORS | Pen pal | Finally |
|---|---|---|
| Language entries (input) : Students communicate in L1, providing partners with rich linguistic resources. | Non | Oui |
| Language outputs (outpout) : Students are encouraged to express themselves in L2. | Oui | Oui |
| written expression | Oui | Oui |
| oral expression | Non | Oui |
| Corrective feedback. Partners provide feedback to each other. | Non | Oui |
| Follow-up tasks. Students reuse information obtained from partners, facilitating recycling of input and feedback. | Non | Oui |
What digital tools to use?
Different tools can be used depending on the teacher’s objectives and the school’s resources: email, a collaborative wall such as Padlet, communication via video capsules, live videoconferencing with Zoom or other platform . The Tandem Canada platform was designed to facilitate the management of eTandem exchanges and is free.
6 tips for successful eTandem exchanges
1- Find a partner
Access the Tandem Canada platform (tandem.ulaval.ca)
- Create your class profile.
- Check out the offers.
- Contact teachers.
2- Plan with your partner
Communication is key! Before starting an exchange, decide:
- of the number of exchanges
- tasks
- privileged digital tools
3- Start with writing
Task Interaction Levels
- Asynchronous written (email, forum, wiki)
- Asynchronous oral (audio capsules, video capsules)
- Synchronous written (chat)
- Oral synchronous (videoconferencing)
4- Choose interesting tasks
- Choose different tasks for each group. This helps avoid running out of ideas. Both groups contribute to a given task in L2 and L1.
- Choose tasks based on the skill level of your group. As students are partnered with native (proficient) speakers of the target language, difficult topics are not a problem for the partner class when it comes to their L1.
5- Help with feedback
- Use examples from partner texts.
- Ask students to identify errors.
- Focus on rephrasing, not explaining grammar rules.
- Limit feedback (e.g. no more than 3 errors).
6- Follow up
- Students examine texts/recordings for information and feedback.
- They take notes for follow-up tasks and reflections.
Teachers speak out…
Raquel Acosta and Andrea Valdiri have been leading English-Spanish exchanges since 2021 with high school students in Vancouver and Mexico City.
Create a positive rapport as partners
Rachel: « Andrea and I are very open and understanding about our mutual involvement in eTandem exchanges. We share our views and negotiate what would benefit students. Collaboration encompasses the entire process, from planning to when students join synchronous sessions via Zoom. We both have different roles throughout the process and are respectful of each other’s work. »
Andrea : “I work with Raquel and we have had many positive experiences and occasional challenges. To create a positive relationship as partners, Raquel and I are committed to promptly addressing any issues and immediately implementing any necessary adjustments to ensure that eTandem continues to provide ongoing value to our students. »
Opportunity for students to engage in meaningful communication
Rachel: “In my opinion, eTandem exchanges are an opportunity for Mexican students to discover an activity that they otherwise would not have had the chance to practice. Traveling abroad is not common for most students. As hosts of online (Zoom) meetings, we pay special attention to helping anyone who encounters problems. We cannot abandon students; we enter the workshop rooms whenever necessary. When someone doesn’t have a partner, we act like their partner. »
Andrea : “In today’s hyperconnected digital age, where most Canadian teens communicate via posts or text messages, our eTandem program offers them the unique opportunity to exchange handwritten letters and handmade gifts beyond borders and interact virtually on video with Mexican teenagers who are thousands of kilometers away. This program enriches the lives of our students, broadens their horizons and transforms second language classes into a laboratory of unforgettable experiences. »
Shawna Cyr teaches intensive ESL in 6e year and conducted tandem exchanges with students from Ontario, the United States and Australia.
Think outside the box… Shawna’s suggestions
- Present your school using videos created by the students: as a team, the students choose a place in their school that they want to present (gymnasium, library, classroom, playground, cafeteria, local computer science, etc.).
- Exchange greeting cards or small Christmas gifts by mail: students make them and write bilingual wishes inside.
- Create postcards using images of various locations in your city/town for students to describe in writing.
- Organize chat sessions to play games, such as “Guess Who” in which students must guess the mystery character.
- Introduce daily routines using “A Day in the Life of…” posters: Students make large paper clocks to help depict the times and their activities of the day.
RESOURCES
To find out more, consult the resources of the Research Group on Tandem Language Learning at Laval University. https://www.tandem.ulaval.ca
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