Bosh muharrir o’rinbosari: Заместитель главного редактора

MUALLIM | УЧИТЕЛЬ | TEACHER
№4 | 2021
 
103 
madaniy bilimlarini rivojlantirishda tandem usulini qo'llash qanchalik muhimligini ko'rsatish 
imkoniyatini osonlashtiradi. 
Kalit so'zlar:
Tandem usuli, tandem tarmog'i, madaniy xabardorlik, suhbat almashinuvi, lingvistik 
maqsadlar. 
In the late sixties, the name Tandem was first used in the final part of bilingual intensive 
courses, organized on the basis of the audiovisual method by the bi-national association DFJW 
(German- French Youth Organization). It simply consisted of activities between two participants of 
two different mother tongues. These activities included both shared exercises and conversation 
about a ready-made material, such as examples of pre-planned dialogues. Learner autonomy played 
no role within this context. It was only in Spain, during the seventies, that the name Tandem started 
to be used in its present form, that is, as a method that joins native speakers of different languages 
to learn from and to teach each other’s language in an autonomous way, whether or not under the 
guidance of the professional counseling of a teacher. In the eighties, it spread to some universities 
and started to be theoretically researched, mainly with regard to the concept of autonomy. Finally, a 
systematization of its principles came during the nineties, with the creation of the International 
Tandem Network and subsequent research.
To begin with, Tandem sessions are composed of two parts. They may be either 
chronologically subsequent to each other or done in two different days, but each part must be 
devoted to only one language (first Tandem principle: languages must not be mixed). We believe 
that this basic principle has often been underestimated in theoretical literature. Differently, we 
consider it quite important, because we believe that it either encourages or challenges learners to 
speak the target language. This is so even if using their language of proficiency could be more 
easily and more quickly done in order to attain their communicative goals. Furthermore, this basic 
principle assures that both partners will also have their respective chances to communicate in the 
language in which they are proficient, particularly when trying to attain communicative goals that 
would be too difficult or too challenging in the target language. In sum, we believe that this 
practical principle tends to promote learners’ commitment to and involvement with the task. In the 
Tandem method, participants take turns in acting both as a student of the target language and as a 
linguistic expert of the language in which each of them is proficient. They should share the same 
amount of time as they use the target language, which generally lasts an hour for each. Tandem 
lessons are not considered a job. Therefore, partners are not paid and none of them is in debt to each 
other. The reciprocity principle of Tandem allows enough space for its partners to feel free of 
financial commitments to the other. It increases their self-esteem and it puts both participants on 
equal terms. Tandem is, thus, a free and mutual exchange of knowledge about language and culture. 
It is a given fact that foreign language teaching is carried out in a very rich number of ways. 
Its pedagogical contexts also range widely from individual (with or without a teacher - private 
lessons, self-instruction) to group contexts (such as classroom settings or immersion programs).

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