Adaptation d’un programme de langue allemande sur l'approche de multilittératies pour l’enseignement en ligne d'étudiants d'université pendant la pandémie de COVID-19
DOI :
https://doi.org/10.17533/udea.ikala.v26n3a15Mots-clés :
enseignement des langues à distance, instruction en ligne, TIC, pédagogie des multilittératies, instruction en langue allemande, formation d’enseignants, COVID-19, adaptations curriculairesRésumé
Cet article rend compte de l’adaptation d’un programme d’études d’allemand de premier cycle à un contexte d’enseignement des langues à distance (dle). Étant donné que l’enseignement de langues à distance a évolué au cours des décennies, l’article passe en revue la littérature décrivant les développements pédagogiques et technologiques qui sont fondamentaux pour comprendre les pratiques actuelles en dle. Dans ce contexte, une méthodologie détaillée nous aide expliquer les pratiques pédagogiques qui ont été adoptées et adaptées à la suite du passage de l’instruction présentielle vers l’instruction à distance. Notamment on dévoue d’attention sur le rôle de l’apprentissage synchrone, ainsi qu’aux outils asynchrones qui étayent l’instruction multilittératie. Le rapport conclut en examinant les innovations curriculaires susceptibles d’avoir un impact durable sur la prestation de l’enseignement après un retour à l’enseignement en classe.
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