Chapter 11 Issues on integrating etandem learning in foreign language curriculum Jue Wang-Szilas, Claudia Berger and Ling Zhang 1 Introduction Today’s language learning and teaching is different from that of twenty years ago. Information and communication technologies (ICT) like Web 2.0, blog, forums, social networks and new pedagogical practices are now more and more integrated in language education, for example, computer-assisted language learning, virtual learning, online collaborative learning, multimodality, online language and culture communication. However, should these practices be labelled as pedagogical revolution just because they are accompanied by these fancy technologies and surf on the waves of the latest digital revolution? Or should they merely be categorized as an evolution of the traditional practices with some new technologies as renovated teaching tools? Second language teaching methodology has gone through a revolution turning from grammatical or grammar-based approaches to communicative or communication- based approaches. Grammatical approaches help the learner to grasp the syntac- tical and morphological structure of the target language whereas communicative ap- proaches are organized on the basis of communicative functions that a given or group of learners needs to know. The fact that the ultimate goal is to communicate brings the tenants of this approach to emphasize the ways in which particular grammatical forms permit the expression of these functions. For a traditional language teacher who adopts a grammatical approach, grammar instruction stands alone as an autonomous system to be learned for its own sake. However, in the eyes of a language teacher who adopts a communicative approach, grammatical competence is merely one component of communicative competence, and grammar interacts with meaning, social function, or discourse or a combination of these. Hence, grammar instruction should be inte- grated into a communicative curriculum with a reformulation of the role of grammar. Communicative language teaching has been hailed as a revolution, whereas there is an enormous gulf between the way that we are designed as human beings to learn to