LANGUAGE TANDEM AND INTERCULTURAL COMPETENCE: BRIDGING INTEGRATION AND COLLABORATIVE LEARNING BETWEEN SPANISH AND IRISH STUDENTS

Abstract

Learning a foreign language (FL) is a constant challenge in education, as there is often limited exposure to real-world environments, which affects the acquisition of linguistic and socio-cultural skills due to the limited input received (García-Sánchez & Orellana, 2021). According to Krashen (1982), language acquisition is most effective in a native environment, which contrasts with traditional approaches that may not be sufficient for meaningful learning. For this reason, this article proposes the implementation of a linguistic tandem between a Compulsory Secondary Education school (CSE) in Granada, Spain, and a school in Malahide, Ireland, to improve the language skills of students through interaction with native speakers.