L'Apprentissage des langues au temps du COVID-19: des experiences des enseignants en formation consignées dans des journaux de réflexion
DOI :
https://doi.org/10.17533/udea.ikala.v26n3a06Mots-clés :
COVID-19, ALE, émotions, enquête narrative, formation des enseignants, revues de réflexion, revues guidéesRésumé
Cet article présente les résultats d’une recherche qualitative basée sur les expériences vécues de 29 étudiants en cours de langues étrangères dans le cadre d’un programme License en elt, dans une université publique du centre du Mexique. Fondée sur la théorie socioculturelle, l'étude a été menée lors du changement de la modalité présentielle à virtuelle pendant la pandémie mondiale de covid-19. Dans ce ba, les étudiants apprennent une langue étrangère dans un cadre théorique d’acquisition de langue seconde et rapportent leur expérience d’apprentissage des langues à travers des journaux de réflexion. Un mois après le début du changement à la modalité virtuelle, on a demandé aux étudiants d’y décrire un artefact à un historien vivant 100 ans dans le futur qui représenterait leur expérience vécue pendant la pandémie. En utilisant une méthode comparative constante, les histoires racontées dans leurs journaux de réflexion par les enseignants en formation éclairent les défis rencontrés et les émotions qui en résultent, révélant tant un optimisme juvénile qu'une anxiété écrasante. Cette étude permet de comprendre les complexes émotions des étudiants à propos de leur processuss d'apprentissage au milieu d'une pandémie et surligne l'importance de créer des activités qui favorisent la réflexion.
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