AbstractThe study reported in this article was carried out in a Chinese language class at the college level to explore the benefits and challenges of language scaffolding through interactions between pairs consisting of a Chinese as a Foreign Language (CFL) learner and a Chinese Native Speaker (CNS). The CNSs were international students on campus. CNS and CFL learners formed tandem learning dyads to support each other’s language and exchange cultural knowledge on given topics. Data included students' discussions, writing samples, and reflective interviews. Research findings revealed that the CNS provided corrective feedback through various strategies and that the CFL learner’s Chinese was improved through language correction and language expansion. However, a number of challenges emerged for future improvement, including a lack of training on providing corrective feedback, unstable partnerships, and time constraints. This article includes suggestions for language program directors and instructors as they consider how to include their international student body in curriculum design.
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