Given the dynamic nature of globalization, the curriculum design and instruction of foreign language education are constantly being discussed and redefined. While print literacy continues to be the primary instructional medium in the physical classroom settings, the growing and mushrooming access to internet resources, social networks, learning through technology, and multi-modal communication require educators to delve into how students can be successfully in formulating, negotiating, and reconstructing meanings in our changing world. This paper describes an international and inter-institutional tandem learning project in higher education settings, between a group of English language learners in Taiwan and in Japan. Following the philosophy of tandem methodology, the goal of this project was to promote autonomous learning and communicative skills in all domains (reading, listening, writing and speaking), intercultural exchange and international collaboration by using the shared online software programs, such as G-suites, Flipgrid, and Trello. This tandem project will also present a pedagogical framework of foreign language approach for advancing 21st-century foreign language competency (Connect, Communicate, Construct, Compose, and Create) in order to promote active and cooperative participation, process and sustainable inquiry, multi-modal meaning-making, and intercultural sensitivity and understanding in higher education.
Yi-Hung Liao, Wenzao Ursuline University of Languages, Taiwan
Michael Barr, Kyoto University of Foreign Studies, Japan
Robert McClung, Kyoto University of Foreign Studies, Japan