マイケル バー   Michael BARR   マイケル・バー    所属   京都外国語短期大学  キャリア英語科    職種   准教授
発表年月日	2020/11/14
発表テーマ	Tandem Lessons for the 21st Century
会議名	ETA 2020 - 29th International Symposium on English Teaching
主催者	English Teacher's Association - Republic of China
学会区分	国際学会
発表形式	口頭（一般）
単独共同区分	共同
開催地名	Taipei, Taiwan
発表者・共同発表者	Michael D. Barr, Robert J. McClung, Yi-hung Cathy Liao
概要	The purpose of the most recent project between Wenzao Ursuline University (WZU) and Kyoto University of Foreign Studies (KUFS) has been to explicitly take the idea of an international "tandem learning" framework in a new direction. Rather than attempting to conduct a language exchange, we have made it our goal to engage two groups of students from different cultures and educational institutions to discuss and develop issue-based writing while both groups use their second language, the lingua franca of English. The book chosen for our discussion and writing projects was one with a broad range of issues. Participants in the project read excerpts from the book 21 Lessons for the 21st Century (2018), written by the historian Dr. Yuval Noah Harari. This project was grounded in collaboration and cooperation. With the advancement of technologies, internet tools, and with hand-held smartphone applications becoming common practice (Mishima, 2018), the constraints of the traditional classroom have been unshackled. Learning has become more socially interactive and multimodal for university students (Jones & Hafner, 2011; Richards, 2015). Recently, EFL classrooms are becoming more innovative through a variety of methods including blended learning, flipped classrooms, self-access study spaces and autonomous learning approaches. Although not necessarily new and innovative, tandem learning is beginning to become more predominant in the classroom in order to reach students who are culturally different and utilizing the same foreign language. Consequently, tandem learning can be viewed as not only a technique for improving language skills, but more importantly as a means of providing an authentic social interaction experience between students of different backgrounds (Firth & Wagner, 2007; Pörn & Hansell, 2017).