The teacher’s role in supporting two-way language learning in classroom tandem
Bibliographic Data
| ID | 20505484 |
|---|---|
| Authors | Michaela Pörn (0000-0002-9354-1230, Åbo Akademi University, corresponding author), Katri Hansell (0000-0002-2926-4160, Åbo Akademi University) |
| Year | 2020 |
| Volume | 23 |
| Issue | 5 |
| Pages | 534-549 |
| Publication date | 2020-05-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2017.1379946 |
| OpenAlex | W2755240648 |
| Language | EN |
| Citations received | 3 |
| References cited | 12 |
The aim of this paper is to outline the teacher’s role in classroom tandem. Classroom tandem is a student-centred model of language learning and instruction; there is a need for more knowledge about the teacher’s role in a tandem classroom. Tandem learning, based on a social-interactional view of second language learning, requires that two students with different first languages cooperate in dyads. They switch languages and, in turns, act as learners in their respective second languages as well as models and support in their first languages. The empirical data consist of video recordings of teacher–student interactions in tandem classrooms in a bilingual, upper-secondary school campus. The analysis focuses on situations, where teachers interact with individual tandem dyads. We identify how teachers orient to different aspects of the tandem dyads’ cooperation and language knowledge. Based on the analyses, we outline different roles of a tandem teacher. In addition to a facilitator role that is common for teachers in all school subjects today, tandem teachers act as language experts, as in all language instruction. The role of the teacher specific to classroom tandem entails coaching students in their roles as language resources and second language learners
Coaching · Facilitator · Mathematics education · Pedagogy · Tandem · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Teachers’ professional transformation in teacher-researcher collaborative didactic development projects in Sweden and Finland
Challenges of implementing authenticity of tandem learning in formal language education
Assessing the Impact of Language Virtual Exchange Approaches on Intercultural Competence Development Among University Students
Dual Language Education
Foundations of Bilingual Education and Bilingualism
Balancing Content and Language in Instruction
Classroom Talks
Learning in Two Languages
Shaping discourses of multilingualism through a language ideological debate
Second/Foreign Language Learning as a Social Accomplishment
On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research
| Citations per year | 0.6 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |