Abstract:

Most research on tandem language learning (TLL) has involved university contexts. To contribute to research in school settings, this study focuses on a high school teacher’s attempt at implementing a virtual TLL or eTandem exchange in a Canadian context. The languages involved were English as a second language (ESL) and French as a second language (FSL). To better understand the complexity of innovation, the process is analyzed through the lens of Activity Theory. The study was designed as an action research project.

To facilitate triangulation, four types of data were collected:
1. student questionnaires,
2. interviews with the teacher,
3. interviews with case study students, and
4. texts written by the case study students.

In line with Activity Theory, findings focused on how the teacher oriented to the TLL project and the tensions which arose during its implementation. Tensions were located both within the ESL activity system and between the ESL-FSL activity systems. Although previous research on TLL has highlighted challenges in regard to implementing such exchanges, this study is the first to our knowledge which analyzes the complexity from an Activity Theory perspective. The study brings to light how competing discourses within language teaching (multi-voicedness) inhibited the implementation of the TLL project and foregrounds the role of transformative agency in regard to the teacher.

Keywords:

eTandem, virtual exchange, Activity Theory.