Classroom tandem – Outlining a Model for Language Learning and Instruction


Katri KARJALAINEN , Michaela PÖRN, Fredrik RUSK, Linda BJÖRKSKOG


Abstract

The aim of this paper is to outline classroom tandem by comparing it with informal tandem learning contexts and other language instruction methods. Classroom tandem is used for second language instruction in mixed language groups in the subjects of Finnish and Swedish as L2. Tandem learning entails that two persons with different mother tongues learn each other’s native languages in reciprocal cooperation. The students function, in turns, as a second language learner and as a model in the native language. We aim to give an overview description of the interaction in classroom tandem practice. The empirical data consists of longitudinal video recordings of meetings of one tandem dyad within a co-located Swedishmedium and Finnish-medium school. Focus in the analysis is on the language aspects the informants orient to and topicalize in their interaction. The language aspects vary depending on what classroom activities they are engaged in, text-based or oral activities.


Keywords

Classroom Tandem, Second Language, Language Education, Interaction, Language Topicalization

Paper Details

Paper Details
Topic EU Education Programs
Pages 165 - 184
Issue IEJEE, Volume 6, Issue 1, Special Issue Multilingual Policies and Multilingual Education in the Nordic Countries
Date of acceptance 01 October 2013
Read (times) 732
Downloaded (times) 336

Author(s) Details

Katri KARJALAINEN

University of Vaasa, Finland, Finland


Michaela PÖRN

Åbo Akademi University, Finland, Finland


Fredrik RUSK

Åbo Akademi University, Finland, Finland


Linda BJÖRKSKOG

Åbo Akademi University, Finland, Finland


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