Classe de langue et technologies numériques : nouveau regard, nouveaux concepts
DOI:
https://doi.org/10.15162/2974-8933/2198Parole chiave:
innovation, technologie, contexte, classe de langue, didactique contextualisée, technology, context, language classroom, contextualized didacticsAbstract
Le présent article vise à rencontre compte d’une analyse comparée de MOOCs pour l’enseignement des langues, à questionner la place de la technologie dans la classe de langue, à présenter et décrire de manière détaillée de nouveaux concepts permettant d’appréhender les différents degrés de technologisation de la classe de langue. Ceux-ci s’inscrivent dans une grille d’analyse plus large des éléments constitutifs d’un contexte didactique. Ces concepts nous semblent essentiels pour adopter un nouveau regard tant sur la conception de cursus pour l’enseignement de langues que sur les contenus des programmes de formation des enseignants de langues.
The aim of this article is to report on a comparative analysis of MOOCs for language teaching, to question the place of technology in the language classroom, and to present and describe in detail new concepts for understanding the different degrees of technologization of the language classroom. These concepts are part of a broader analysis of the constituent elements of a didactic context. In our view, these concepts are essential if we are to take a fresh look at both the design of language teaching curricula and the content of language teacher training programs.
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