When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online

Marco Cappellini; Yu-yin Hsu

doi:10.21827/jve.3.35751

When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online

Marco Cappellini, Yu-yin Hsu

Department of Chinese and Bilingual Studies

Research output: Journal article publication › Journal article › Academic research › peer-review

Abstract

The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000’s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; MüllerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Français en (Première) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees’ techno-semiopedagogical competences.

Original language	English
Pages (from-to)	1-11
Number of pages	12
Journal	Journal of Virtual Exchange
Volume	3
DOIs	https://doi.org/10.21827/jve.3.35751
Publication status	Published - 15 May 2020

Keywords

teacher training
online language teaching
experiential learning
techno-semiopedagogical competence

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10.21827/jve.3.35751Licence: CC BY

http://hdl.handle.net/10397/87888

Cite this

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title = "When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online",

abstract = "The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000{\textquoteright}s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; M{\"u}llerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Fran{\c c}ais en (Premi{\`e}re) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees{\textquoteright} techno-semiopedagogical competences.",

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N2 - The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000’s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; MüllerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Français en (Première) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees’ techno-semiopedagogical competences.

AB - The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000’s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; MüllerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Français en (Première) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees’ techno-semiopedagogical competences.

KW - teacher training

KW - online language teaching

KW - experiential learning

KW - techno-semiopedagogical competence

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DO - 10.21827/jve.3.35751

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JO - Journal of Virtual Exchange

JF - Journal of Virtual Exchange

ER -

When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online

Abstract

Keywords

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