取长补短: Complementary Peer Learning in the Multilingual L2 Chinese Classroom Through Tandem Translation

Abstract

The focus of this chapter is on the use of translation in advanced level university Chinese classes where the students are increasingly diverse in their Chinese language learning backgrounds and Chinese proficiency skills. Specifically, the concept of Tandem Translation as a peer learning activity will be introduced. In Tandem Translation, L1 speakers and L2 learners of Chinese and English work collaboratively and reflectively in pairs to create joint translations between both languages, in a process of complementary learning. In the distance learning context of the university where the study took place, Tandem Translation is conducted online, linking classmates who are located off-campus with those located on-campus in meaningful shared learning activity. A case study of the genesis, theoretical justification, implementation and evaluation of Tandem Translation learning tasks is presented. Analysis of participants’ on-task interactions and post-task reflections demonstrates the ways in which participants adopt expert and novice identity positions at different stages of the task; it also identifies types of constructivist learning affordances offered by Tandem Translation.