TANGO participants noted improvement in a range of key skills such as writing, speaking and vocabulary acquisition. The students' learning experience was enriched. Through a variety of real inputs, they were not only exposed to the language but also to the culture, sharing their language learning process with a native speaker. All students involved in TANGO mentioned in their feedback forms that they found it very useful: “Video chats with Spanish students” (were most useful). They also said that they would like to participate in TANGO again.
Independent learning was practised and developed by the students, they were guided to take control of their own learning. Self-regulated learning was embedded in the project and the participants were responsible for organising their work and contact time, thus developing lifelong learning skills. Essential workplace skills were practised and developed:
There was a clear appreciation of individual contact with a native speaker and an in-depth sharing of experiences in pairs. Students shared their life experiences, real experiences within a real context and learnt about the cultural intricacies that surround a language and language learning.
The students reflected on their learning process, discussed issues they have experienced while doing their work and acquired a better understanding about the target language and their mother tongue due to the nature of their peer-mentoring partnership.
Independent learning was practised and developed by the students, they were guided to take control of their own learning. Self-regulated learning was embedded in the project and the participants were responsible for organising their work and contact time, thus developing lifelong learning skills. Essential workplace skills were practised and developed:
- they worked and interacted with colleagues from different countries, cultures and backgrounds, acknowledging diversity and practising respect for one another;
- planned and arranged meetings and autonomous work;
- used different types of documents and platforms;
- had the opportunity to read, talk, listen and write in a foreign language;
- experienced and used digital technology: becoming editors and publishers;
- developed critical thinking and an inquisitive approach to keep on discovering endless possibilities and knowledge available.
There was a clear appreciation of individual contact with a native speaker and an in-depth sharing of experiences in pairs. Students shared their life experiences, real experiences within a real context and learnt about the cultural intricacies that surround a language and language learning.
The students reflected on their learning process, discussed issues they have experienced while doing their work and acquired a better understanding about the target language and their mother tongue due to the nature of their peer-mentoring partnership.