Session Information
31 ONLINE 22 A, Digital Citizenship Education and Foreign Languages: challenges for foreign language teachers
Symposium
MeetingID: 867 9519 8404 Code: kK90NS
Contribution
During the last two years digital technologies have become a considerable part of everyday life in teachers’ work due to the Covid-19 interruption, emergency remote teaching and hybrid teaching. The way foreign language teachers worked and organised the learning process, communicated and maintained relations with their language learners had to change. While practising the target language, foreign language teachers and their students were involved in integrated, experiential, collaborative and reflective learning process in a digital environment, thus concurrently participating both in an intensive classroom and digital society related activities. Similar innovative teaching strategies and digital practices were introduced in all levels of education from very young learners to university students, challenging both in-service teachers and pre-service teachers who had to face their first teaching practices. Digital citizenship has become a fundamental concept of teaching and learning process (Jæger, 2021; Choi, 2016). Besides, it is high time to re-evaluate values, attitudes, skills, knowledge and critical understanding as key competences of democratic culture (Richardson & Milovidov, 2019) and cross-examine the ideas of global citizenship and digital citizenship in this fast-changing world current language learners are to be well prepared for. The aim of the study is to explore the foreign language teachers’ competences for democratic culture. The research question is the following: how developed foreign language teachers’ competences for democratic culture are? There were 627 foreign language teachers (312 pre-service teachers and 315 in-service teachers) in total who participated in the online survey, representing Germany, Ireland, Italy, Latvia and Portugal. To analyse the data, the authors used descriptive statistics, correlations between pre-service and in-service teacher groups and a linear regression. The results show that there is a direct relationship between teachers' digital competences and democratic culture the foreign language teachers create and develop in their language lessons.
References
Choi, M. (2016). A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age, Theory & Research in Social Education, 44:4, 565-607, DOI: 10.1080/00933104.2016.1210549 Jæger, B. (2021). Digital Citizenship: A Review of the Academic Literature. Der moderne Staat. Zeitschrift für Public Policy, Recht und Management, 14(1), 24-42. Richardson, J., & Milovidov, E. (2019). Digital Citizenship Education Handbook. Being Online. Well-being Online. Rights Online. Strasbourg: Council of Europe.
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