Emergence de l’autonomie sociale soutenue par le numérique dans une formation pré-professionnelle en didactique des langues

Abstract : This case study focuses on the integration of digital tools to the teaching and learning of English as a foreign language. It aims to describe and analyse the different processes that contribute to the emergence of the social dimension of autonomy. It is based on the idea that several processes come to the fore during the realization of a situated and mediated collective activity accomplished by small groups of learners. In order to study these processes, a digital storytelling task-project was proposed to groups of learners enrolled in the first year of university of a pre-service English language-training course. The materials designed by the learners were then tested as pedagogical resources by teachers of seven primary schools in France.A systemic modelling of the above activity makes it possible to identify three focus areas that contribute to the emergence of social autonomy. The first relates to the intra group operations of the small groups who accomplished the task-project. The second is the contribution of the community of primary school teachers who tested the teaching materials. The third constitutes the ways in which social digital tools were used by small groups to collaborate and work together. The results from the analyses related to the three focus areas allow for a modelling of certain variables that contribute to the understanding of the emergence of social autonomy.
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Carmenne Kalyaniwala. Emergence de l’autonomie sociale soutenue par le numérique dans une formation pré-professionnelle en didactique des langues. Linguistique. Université Grenoble Alpes, 2018. Français. ⟨NNT : 2018GREAL035⟩. ⟨tel-02145615⟩

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