Redefining Tandem Language and Culture Learning in Higher Education provides an overview of a specific type of learning, called tandem language and culture learning, which was created and developed in Europe after the Second World War, before reaching other continents. Through focusing on higher education, the authors demonstrate how, despite institutional constraints, language educators can make better use of this practice in such contexts as internationalisation, physical and virtual mobility, lifelong learning and intercultural education.

This book comprises 16 chapters which examine how tandem language and culture learning is currently being institutionalised in higher education thus showing how the founding principles of the tandem approach have been revisited, which learning outcomes (intercultural, linguistic, professional) tandem learning may bring about, and which key issues must be addressed (assessment, counselling, resources) when setting up tandem programmes. The various contributions present up-to-date tandem studies from both European and non-European perspectives.

Highlighting tandem learning's potential to promote multilingual and multicultural learning on a global scale, this volume will be of particular interest to students and researchers in intercultural communication, language education, multilingualism, and applied linguistics.