tandem learning, internationalisation at home (IaH), learner engagement, instructional strategies
The present paper provides an insight into the use of a tandem learning approach as an active and flexible mode of learning to support Internationalisation at Home (IaH) (Beelen and Jones) in higher education. More specifically, it reports on a 25-year experience of tandem learning between international and home students in the context of a language exchange programme (informal curriculum), a translation class and an online forum (formal curriculum). The study outlines a major trend in the development of the tandem learning activities in the last ten years which has led to new grouping configuration. It then explores learners’ level of engagement in the learning process (Chen et al.), whether it is student involvement in tasks and subject knowledge or student commitment to partnership. Preliminary results point to the potential causal relationship between instructional strategies and students’ level of engagement in tandem learning.