Challenges of implementing authenticity of tandem learning in formal language education

In tandem learning, a model for two-way language learning originallydeveloped for non-formal education, language is learned throughinteraction between two native speakers with different first languageslearning each other’s languages in cooperation. A high level of authenticlearning characterises this model. The original tandem learning modelhas been developed and transferred to a formal educational context.However, the effects of this transition on the authentic character oftandem learning has not been investigated, and research in this field isneeded. This paper aims to increase knowledge and understanding ofthe challenges of implementing authenticity of tandem learning informal language education by analysing the learning tasks in ahandbook developed for classroom tandem, a model for languagelearning and teaching, within second national language education inFinland. The results indicate a large variation in authenticity levelsamong classroom tandem tasks, indicating that the implementation oftandem learning in a formal educational context has compromisedauthenticity. The results identify aspects of learning tasks that areproblematic and could be further developed. The results point to areasfor further development of the classroom tandem model.