Teletandem and the development of intercultural communicative competence: Reflections from the ClerKing project

Abstract

Numerous studies worldwide have reported on the usefulness of teletandem projects in the development intercultural communicative competence (ICC). However, not much literature is available from projects including Jamaica or other Anglophone Caribbean islands. This is due in part to the lack of systematic incorporation of teletandem in academic curricula at the different levels of the education system. This paper reports on phase 3 of ClerKing – a 10-week teletandem project that occurred between Applied Foreign Language students of English from Clermont Auvergne University in France and Modern Language students of French from the University of the West Indies, Mona, Jamaica, which aimed to develop students’ ICC. Twenty-six students discussed different cultural and intercultural topics in pairs via WhatsApp and videoconferencing platforms (Skype, Zoom) in both French and English. Qualitative content analysis was used to analyse data collected from pre and post-questionnaires and learning and reflective journal entries. Findings show that, according to students, language barrier, cultural differences, technological and logistical issues, and individual factors can affect ICC. Other major findings reveal that most students’ initial representation of the target culture improved significantly by the end of the project, especially for Francophone students who had very limited knowledge of Jamaica. Additionally, the findings imply a correlation between the topics discussed and the richness of the intercultural exchange. This study has implications for conceptualisers of teletandem projects as well as higher education stakeholders in Jamaica who are responsible for curriculum development.