Naslov
Foreign language teachers’ identity/performativity in a digital learning environment

Autori
Lujić, Rea ; Zovko, Ivana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
III LANGSCAPE SYMPOSIUM Dynamics of multilingualism in the digital public space (Dynamiken von Mehrsprachigkeit im digitalen öffentlichen Raum) / - , 2021, 20-21

Skup
III LANGSCAPE SYMPOSIUM Dynamics of multilingualism in the digital public space (Dynamiken von Mehrsprachigkeit im digitalen öffentlichen Raum)

Mjesto i datum
Siegen, Njemačka (online), 27-29.05.2021

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
covid-19 ; digital technology ; foreign language teachers ; identity ; multiliteracies ; professional identity

Sažetak
An area of identity research that has been gaining momentum for the past two decades is that of language teacher and language teacher education. The growing interest has resulted in a rich body of work that has informed language learning, teaching, and research. Nowadays, this topic seems to be more intriguing than ever, since digital technology and online teaching have profoundly and irrevoca- bly changed and shaped teachers’ identity worldwide during the Covid-19 pandemic. In this paper, we aim to explore the complexities of the professional identity of foreign language teach- ers in the digital age. In order to answer the questions What makes a good digital foreign language teacher? and What are the essential qualities of a good language teacher in the digital age?, we draw on the theory of teachers’ professional identity proposed by Korthagen (2004) and the framework for classroom and curriculum transformation, and the professional learning of teachers proposed by Kalantzis & Cope (2010) in the field of Multimodal Pedagogy or Multiliteracies. We understand it would be undesirable to formulate a definite or singular description of ‘‘a good foreign language teacher in the digital age’’. However, just as Korthagen (2004), our intention is to aim towards a framework for a discussion of such a norm. Our data consists of personal narratives about identity experiences of foreign language professionals elicited via semi-structured deep interviews where we focused on the concept of identity in the digital age, specifically in the era immediately prior to and during the Covid- 19 crisis. Nine foreign language teachersinitially participated in a pilot questionnaire. Based on these results, we selected four Croatian foreign language teachers (French, Italian, German and English), employed in different public schools and different cities, and conducted interviews with them. The choice of participants was based on their professional activity in digital spaces prior to the pandemic. The data is analyzed qualitatively and presented with illustrative examples of what teachers perceive as good teaching in the digital age. The main aims of our research were to document changesin foreign language teaching in the digital era, to provide a framework for thinking about the concept of a good foreign language teacher in the digital age and, finally, to consider the redesign of current curricula, which would empower the educators to work in digital spaces.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA