of ethnic and cultural diversity

immigrants to practice French with francophones

future professionals, given challenges faced in Quebec and Canada as a welcoming society

competences specific to their field of study, including intercultural communication skills

Interestingly, the word twinning is associated with a wide range of exchange activities. In Europe and America, twinning between cities is common. In Canada, intercultural twinnings have long been practiced by organizations welcoming immigrants to their communities.

Twinning activities can be integrated into a variety of educational settings. For example, in Quebec, twinnings take place in elementary and secondary schools or colleges. Post-secondary twinnings are characterized by an exchange between two cultural “ambassadors” in the context of language and professional training.

Other terms are variously associated with the term “twinning.” For example, the word “tandem”, often used to refer to exchange activities between language learners, emphasizes autonomy and reciprocity as guiding principles. Twinning also can refer to internet exchanges, called “telecollaboration.” This format encourages learners from diverse cultural, educational, geographic and linguistic contexts to carry out collaborative tasks together

These various terms show that twinnings are flexible activities that can be adapted to suit learner needs, language program structure and specific contexts. Adding the term "intercultural" to the mix means that twinnings become an exchange activity between individuals from diverse cultures, and mutual learning and enrichment are the result.

Planning an intercultural twinning begins with assessing students’ needs, which may include such goals as improving oral proficiency or developing cultural awareness. Begin with a needs assessment.

Next, the teachers involved agree on learning activities that meet the established needs and can be feasibly and successfully carried out when the twins have their meetings.

As these are exchanges between people from different cultures, particular emphasis is put on the preparation and follow-up of meetings and subsequent reflection on these activities. This approach ensures that dialogue and exchange are productive and agreeable, and that mutual understanding is fostered between the twins.

Students learning French and francophone students have equal status.

The common goal of the twinned students is to communicate in French, to share their respective cultures and to complete the learning activities in order to complete course requirements.

A learner’s commitment to twinning is essential, but alone is insufficient to ensure a successful exchange between the cultural groups. The third winning condition is that learners must receive institutional support for their twinning activities - from their teacher, their school and from program administration.