Language learning has at times been put into two categories: the monastery and the market-place approaches. The monastery approach refers to organized language learning in a classroom with students and a teacher following a formal, rule-based plan while the market-place approach would involve being in a context where the language is spoken, not specifically to learn the language but using it to get something done (McArthur 1991). What we are discussing in this chapter would fall between the two as, on the one hand, it involves the direct intention to learn the language and also differing degrees of assistance available for the learning process but, on the other, it provides opportunities for developing communicative competence in the language which generally are not present in the classroom. Language and cultural encounters, defined here as voluntary out-of-class learning experiences based on contact with native speakers, can be found in a variety of contexts and language learning situations. The common starting point of these experiences is learners’ desire to improve their language skills and increase their knowledge of the target language and culture in situations of authentic communication. Diverse types of opportunities for connections by learners of different languages with native-speakers are readily available today. One example would be the formally organized tandem language exchanges where learners of two different languages are paired for conversation practice, with each partner being a native speaker of the language the other wants to learn. Another option would be virtual contacts with target language speakers which are very common now and may be established informally through social networks or e-mailing.

Further reading Arnold, J. & Fonseca-Mora, M.C. 2015. Language and cultural encounters: Opportunities for interaction with native speakers. In Nunan, D. y J.C.Richards (eds.). Language Learning Beyond the Classroom. New York: Taylor & Francis, Routledge, pp. 225-234