ABSTRACT

Technology development allows new ways of communication, learning and collaboration. This is reflected in the professional scenarios of language teaching. Modern curricula value participants’ interest and meaningful (inter)action as a basis for learning. Sensitivity is important in anticipating participants’ changing needs in modern learning environments, characterised by linguistic and technological hybridity, as well as novel pedagogical approaches. Language students, more familiar with teaching in the traditional classroom, need to appropriate new practices to orchestrate learning in settings requiring multiple activities simultaneously. This study explores how language students learn to manage complex pedagogical situations during a university course in which they create an online project for school children. During online chat sessions administered for the school pupils, the university lecturer’s office was an important site for negotiating and acting on pedagogical issues as well as practical matters arising from the work at hand. Nexus analysis was used as a research approach. Primary research materials include video recordings from the university lecturer’s office, chatlogs and reflection papers from students. The study is relevant for reconceptualising the changing roles of (language) teachers and provides new perspectives for language teacher education in a technology-rich world.

摘要

技术发展为交流、学习和协作提供了新的方式。这体现在语言教学的专业场景中。现代课程重视参与者的兴趣和有意义的（互动）行动作为学习的基础。敏感性对于预测参与者在现代学习环境中不断变化的需求很重要，现代学习环境的特点是语言和技术的混合以及新颖的教学方法。语言学生更熟悉传统课堂的教学，需要适当的新实践来协调需要同时进行多项活动的环境中的学习。本研究探讨了语言学生如何在大学课程中学习管理复杂的教学环境，在该课程中他们为学童创建了一个在线项目。在为学校学生管理的在线聊天会议期间，大学讲师办公室是就教学问题以及手头工作中出现的实际问题进行谈判和采取行动的重要场所。Nexus 分析被用作研究方法。主要研究材料包括大学讲师办公室的录像、聊天记录和学生的反思论文。该研究与重新定义（语言）教师不断变化的角色有关，并为技术丰富的世界中的语言教师教育提供了新的视角。主要研究材料包括大学讲师办公室的录像、聊天记录和学生的反思论文。该研究与重新定义（语言）教师不断变化的角色有关，并为技术丰富的世界中的语言教师教育提供了新的视角。主要研究材料包括大学讲师办公室的录像、聊天记录和学生的反思论文。该研究与重新定义（语言）教师不断变化的角色有关，并为技术丰富的世界中的语言教师教育提供了新的视角。