Abstract
ABSTRACTThe transition to student-centred learning, advances in teleconferencing tools, and active international student exchange programmes have stimulated tandem learning in many parts of the world. This pedagogical model is based on a mutual language exchange between tandem partners, where each student is a native speaker in the language the counterpart wants to learn. Based on autonomy and reciprocity, tandem learning facilitates the acquisition of authentic language and intercultural competences through paired works and peer tutoring. Its application to translation learning has the potential of fostering tandem co-translation, where the co-translators are the native speakers of the source and target languages, which often enhances the quality of translation. In preparation for a full-fledged tandem translation programme, this research reports on a case study of an undergraduate tandem translation classroom. Specifically, it compares a traditional translation classroom with a tandem one to explore effective tandem strategies for translator training. The Community of Inquiry was employed as a framework to explore how students perceive their traditional and tandem learning experiences.
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