• Affordances of language teacher training in the digital era

    Author(s):
    Kyria Rebeca Finardi, Felipe Furtado Guimaraes (see profile) , Carlos Alberto Hildeblando Junior
    Date:
    2020
    Group(s):
    Language requirements in higher education, Linguistics
    Subject(s):
    Intercultural communication, Educational technology, Language and languages, Teachers--Training of
    Item Type:
    Article
    Tag(s):
    intercultural competency, Teacher Training, approach, Language learning, Interculturality, Technology in the classroom, Foreign languages, Teacher education
    Permanent URL:
    http://dx.doi.org/10.17613/6kv8-c645
    Abstract:
    The objective of this study is to discuss affordances in foreign language (L2) teacher education in the digital age. With that aim, some pedagogical interventions were carried out in the course of “Supervised Internship” within the context of the Undergraduate Degree in English Language Teaching, at a federal university in the Southeast of Brazil in order to obtain empirical data concerning the perceptions of pre-service English teachers. The theoretical framework is based on the concept of affordance, in relation to the effects of globalization (and its Information and Communication Technologies - ICTs) on the education of language teachers in the digital age, considering aspects of interculturality, through hybrid approaches such as CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) and the Intercomprehension approach. Data were obtained through participant observation and interviews with educators and pre-service teachers, and include: 1) discussion of texts about language teaching, interculturality and the use of technologies in education; 2) virtual meetings in COIL format with pre-service teachers enrolled in the course of “Supervised Internship” at a Brazilian university and at Alberto Hurtado University (AHU) in Chile; 3) discussion/reflection sessions; 4) interviews with participants. The analysis suggests that ICTs and approaches such as CLIL, COIL and Intercomprehension promote affordances for inclusive practices (for financially disadvantaged people, with the use of internet); multilingual practices (including other languages besides English); and intercultural practices, promoting contact and learning among different cultures and languages.
    Metadata:
    xml
    Published as:
    Journal article     Show details
    Pub. DOI:
    10.14244/198271993723
    Publisher:
    FAI-UFSCar
    Pub. Date:
    2020-1-15
    Journal:
    Revista Eletrônica de Educação
    Volume:
    14
    Page Range:
    1 - 20
    ISSN:
    1982-7199
    Status:
    Published
    Last Updated:
    4 years ago
    License:
    All Rights Reserved
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