This study began as a traditional Tandem Learning program, but soon evolved into a project in which learners exchanged scientific research focusing on professional rather than conversational English. The three principles which guided the research were: autonomy, reciprocity, and collaboration. Collaboration through a focus on dialogue became the driving force to facilitate student progress. The researchers hope to meet and share ideas with educators in other learning contexts who are interested implementing non-traditional Tandem Learning Programs.
The constant changes occurring in technologies and within organizations in the world today require higher education institutions to adapt just as quickly to the new situations. This is especially important for teachers in second language classroom contexts, as they must prepare students for this changing world. Tandem Learning (TL) has long been recognized for its pedagogical value, especially with regard to active engagement with authentic language, meaningful dialogue and its ability to help develop learners' self-efficacy. Traditionally, TL refers to an organized, mutual language exchange between learners of two different languages. This study began as a traditional TL program, but soon evolved into an alternative program in which learners exchanged scientific research focusing on professional and research English, rather than conversational English. This longitudinal research project was conducted at two highly-ranked national universities in Japan. Participants were young academics and researchers who required out-of-class learning to practice research and networking skills. The three principles which guided the research were: Autonomy, reciprocity, and collaboration. The importance of student dialogue will be discussed along with pedagogical implications for researchers interested in implementing a non-traditional TL Program in other learning contexts.
