Enseignement numérique à double immersion : un modèle théorique pour des salles de classe équitables et inclusives
DOI :
https://doi.org/10.17533/udea.ikala.v26n3a16Mots-clés :
double immersion, instruction digitale, inclusion dans la salle de classe, formation des enseignants, COVID-19, enseignement primaire et secondaire, apprentissage à distanceRésumé
Les programmes de double immersion se sont avérés efficaces pour atteindre la bilittératie pour tous les élèves. Cependant, le maintien de pratiques équitables, au cœur de ces programmes, est devenu plus difficile dans l’enseignement à distance en raison des épidémies. L’extension de cette phase d’urgence à distance implique la nécessaire révision des avantages et des défis de l’instruction numérique médiée par la technologie. En utilisant un programme de double immersion (di) au collège dans le sud de la Californie comme contexte, et du point de vue des enseignants et des professeurs d’éducation bilingue, cet article présente un modèle théorique (di2) qui aborde cinq dimensions impliquées dans une approche juste, équitable et une éducation inclusive : technologique, sociale, linguistique, de contenue et pédagogique. Nous explorons les opportunités pédagogiques di lorsque toutes les instructions deviennent entièrement en ligne, mettant en évidence les pratiques et les implémentations fiables qui devraient améliorer l’enseignement dans les salles de classe di inclusives une fois la phase à distance a terminée. Nous analysons comment les programmes de préparation des enseignants bilingues devraient revoir leurs cadres, le contenu des cours et les outils d’évaluation.
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