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1
Catalogue
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- Comité des Ministres
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- Congrès
- Droits de l'homme
- Droits de l'homme et démocratie
- Droit des enfants et droit de la famille
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- Minorités
- Dossiers sur les droits de l'homme
- Charte sociale européenne
- Cahiers de la Charte Sociale
- Egalité entre femmes et hommes
- Cour européenne des droits de l'homme
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PDF - e-lang - Digital literacy and a socio-interactional approach for the teaching and learning of languages (2018)
This booklet is an introduction to the pedagogical framework developed by the e-lang team (Digital literacy for the teaching and learning of languages). This project (2016-2018) is part of the ECML (European Centre for Modern Languages) programme entitled “Languages at the heart of learning”. The aim of this publication is to clearly define the pedagogical foundations guiding our project on the use of new technologies.
Two main elements underpin our project:
• adopting a socio-interactional approach focusing on the implementation of real-world tasks;
• combining tasks with the use of digital resources in order to help learners develop both their autonomy and lifelong skills.
Two main elements underpin our project:
• adopting a socio-interactional approach focusing on the implementation of real-world tasks;
• combining tasks with the use of digital resources in order to help learners develop both their autonomy and lifelong skills.
1 Digital literacy
1.1 Clarification of adopted terminology
1.2 Evolution and diversity of models
1.3 Digital literacy: selected components
1.5 Implementation
2 Autonomy
3 Socio-interactional approach
3.1 Communicative competence and interactions
4 Real-world tasks
4.1 Defining a ‘task’
4.2 Selected characteristics of a task
4.3 Types of tasks
5 Teacher role(s) in a socio-interactional approach
5.1 An evolving role?
5.2 What the role does not involve
5.3 What the role does involve
6 Perspectives
7 Task sample
8 Bibliography
1.1 Clarification of adopted terminology
1.2 Evolution and diversity of models
1.3 Digital literacy: selected components
1.3.1 Technology literacy
1.3.2 Meaning-making literacy
1.3.3 Interaction literacy
1.3.4 Ethical and critical framework
1.4 Developing digital literacy 1.5 Implementation
2 Autonomy
3 Socio-interactional approach
3.1 Communicative competence and interactions
3.1.1 Communicative competence: an overview
3.1.2 Placing social interactions at the forefront
3.1.3 Social interactions as key elementsof the meaning-making process
3.1.4 Language productions with no direct interaction:example of literary texts
3.1.5 Summary – Towards a socio-interactionalcompetence
3.2 Main features of the socio-interactional approach 4 Real-world tasks
4.1 Defining a ‘task’
4.2 Selected characteristics of a task
4.3 Types of tasks
4.3.1 Tasks and real life
4.4 The dual focus of real-world tasks on the web 2.0
4.4.1 Grounding in everyday life
4.4.2 Educational grounding
4.5 Benefits of real-world tasks
4.5.1 Dual authenticity
4.5.2 Opening up to the world – (inter)acting outside the classroom
4.5.3 Overcoming the limitations of the (language) classroom
4.5.4 Real-world tasks and motivation
4.5.5 Learning to be more thorough
4.5.6 Language learner as language user
4.5.7 Learner’s right to speak and empowerment
4.5.8 Benefits of online language and social interactions
4.6 Real-world task or project? 5 Teacher role(s) in a socio-interactional approach
5.1 An evolving role?
5.2 What the role does not involve
5.3 What the role does involve
6 Perspectives
7 Task sample
8 Bibliography
This booklet is an introduction to the pedagogical framework developed by the e-lang team (Digital literacy for the teaching and learning of languages). This project (2016-2018) is part of the ECML (European Centre for Modern Languages) programme entitled “Languages at the heart of learning”. The aim of this publication is to clearly define the pedagogical foundations guiding our project on the use of new technologies.
Two main elements underpin our project:
• adopting a socio-interactional approach focusing on the implementation of real-world tasks;
• combining tasks with the use of digital resources in order to help learners develop both their autonomy and lifelong skills.
Two main elements underpin our project:
• adopting a socio-interactional approach focusing on the implementation of real-world tasks;
• combining tasks with the use of digital resources in order to help learners develop both their autonomy and lifelong skills.
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