Atouts et limites de tâches ancrées dans la vie réelle pour le développement de compétences langagières et de la citoyenneté numérique. Perceptions d'enseignants
In recent years, research has highlighted the benefits that various language learners have gained from participating in open and participative websites, particularly with regard to the development of their language competences, especially in additional languages. This raises the question of possible...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
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Université Marc Bloch
2024-02-01
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| Series: | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| Subjects: | |
| Online Access: | https://journals.openedition.org/alsic/7103 |
| _version_ | 1797316201815212032 |
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| author | Christian Ollivier Laurent Perrot Laurence Schmoll |
| author_facet | Christian Ollivier Laurent Perrot Laurence Schmoll |
| author_sort | Christian Ollivier |
| collection | DOAJ |
| description | In recent years, research has highlighted the benefits that various language learners have gained from participating in open and participative websites, particularly with regard to the development of their language competences, especially in additional languages. This raises the question of possible avenues for exploiting the potential of such participation in language teaching and learning. Real world tasks seem to be an interesting prospect, especially as they make it possible to integrate digital citizenship education into language teaching. This research analyses language teachers' perceptions of real-world tasks, particularly in terms of their strengths and limitations for language teaching and learning in general and for digital citizenship education. The study shows that the strengths identified outnumber the limitations, that the main and intrinsic dimensions of real-world tasks are identified and that the limitations feared are mainly linked to the institutional framework and to issues due to insufficient literacy among learners and teachers. As far as digital citizenship is concerned, we note above all a lack of information among teachers and a clear difficulty in bridging the gap between language teaching/learning and education to digital citizenship. |
| first_indexed | 2024-03-08T03:14:49Z |
| format | Article |
| id | doaj.art-9169e254a3564fe9a40260e7f139dd5a |
| institution | Directory Open Access Journal |
| issn | 1286-4986 |
| language | fra |
| last_indexed | 2024-03-08T03:14:49Z |
| publishDate | 2024-02-01 |
| publisher | Université Marc Bloch |
| record_format | Article |
| series | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| spelling | doaj.art-9169e254a3564fe9a40260e7f139dd5a2024-02-12T15:45:19ZfraUniversité Marc BlochALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication1286-49862024-02-01Atouts et limites de tâches ancrées dans la vie réelle pour le développement de compétences langagières et de la citoyenneté numérique. Perceptions d'enseignantsChristian OllivierLaurent PerrotLaurence SchmollIn recent years, research has highlighted the benefits that various language learners have gained from participating in open and participative websites, particularly with regard to the development of their language competences, especially in additional languages. This raises the question of possible avenues for exploiting the potential of such participation in language teaching and learning. Real world tasks seem to be an interesting prospect, especially as they make it possible to integrate digital citizenship education into language teaching. This research analyses language teachers' perceptions of real-world tasks, particularly in terms of their strengths and limitations for language teaching and learning in general and for digital citizenship education. The study shows that the strengths identified outnumber the limitations, that the main and intrinsic dimensions of real-world tasks are identified and that the limitations feared are mainly linked to the institutional framework and to issues due to insufficient literacy among learners and teachers. As far as digital citizenship is concerned, we note above all a lack of information among teachers and a clear difficulty in bridging the gap between language teaching/learning and education to digital citizenship.https://journals.openedition.org/alsic/7103tasksaction-based learningdigital citizenship |
| spellingShingle | Christian Ollivier Laurent Perrot Laurence Schmoll Atouts et limites de tâches ancrées dans la vie réelle pour le développement de compétences langagières et de la citoyenneté numérique. Perceptions d'enseignants ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication tasks action-based learning digital citizenship |
| title | Atouts et limites de tâches ancrées dans la vie réelle pour le développement de compétences langagières et de la citoyenneté numérique. Perceptions d'enseignants |
| title_full | Atouts et limites de tâches ancrées dans la vie réelle pour le développement de compétences langagières et de la citoyenneté numérique. Perceptions d'enseignants |
| title_fullStr | Atouts et limites de tâches ancrées dans la vie réelle pour le développement de compétences langagières et de la citoyenneté numérique. Perceptions d'enseignants |
| title_full_unstemmed | Atouts et limites de tâches ancrées dans la vie réelle pour le développement de compétences langagières et de la citoyenneté numérique. Perceptions d'enseignants |
| title_short | Atouts et limites de tâches ancrées dans la vie réelle pour le développement de compétences langagières et de la citoyenneté numérique. Perceptions d'enseignants |
| title_sort | atouts et limites de taches ancrees dans la vie reelle pour le developpement de competences langagieres et de la citoyennete numerique perceptions d enseignants |
| topic | tasks action-based learning digital citizenship |
| url | https://journals.openedition.org/alsic/7103 |
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