The tandem method in foreign language teaching for music university students in the context of interdisciplinary integration

Archive of Scientific Articles

ISSUE:

Pedagogy. Theory & Practice. 2026. Volume 11. Issue 3

COLLECTION:

Vocational Education

All issues

Abstract. The research aims to reveal the pedagogical potential of the tandem method in teaching a foreign language to music university students under conditions of interdisciplinary integration. The article examines the theoretical and methodological foundations of applying the tandem method as a form of interaction between foreign language teachers and instructors of specialized musical disciplines. The research describes the primary directions of interdisciplinary tandem interaction and their influence on the development of music students’ communicative skills. It is shown that the tandem method contributes to the formation of professionally oriented foreign language communication, the expansion of the thematic field of communication, and the integration of language training with professional musical activities. The scientific novelty of the research lies in the reconceptualization of the tandem method within the context of foreign language instruction at a music university as a form of interdisciplinary cooperation between language and specialized music instructors. As a result of the study, it was established that the tandem method in a music university setting possesses distinct didactic potential and ensures: 1) expanded functionality of the foreign language, where the language is acquired not as an isolated subject but as a tool for professional musical communication; 2) the formation of professionally oriented foreign language communicative competence in the sphere of musical activity, fostering students’ skills in reasoned discourse, public speaking, and the selection of dialogic interaction methods; 3) the development of cognitive flexibility and integrative thinking through the synthesis of linguistic, cultural, and music-theoretical knowledge; 4) increased student motivation through interdisciplinary, project-based, and professionally significant assignments; 5) the strengthening of interdepartmental interaction among faculty, creating a unified educational space and aligning educational goals; 6) the development of intercultural sensitivity and skills in interpreting musical works within foreign language discourse.