European Journal of Language Policy

Extended telecollaboration practice in teacher education

Towards pluricultural and plurilingual proficiency

European Journal of Language Policy (2019), 11, (2), 167–185.

Abstract

This article presents an extended telecollaboration practice, hereafter ETP, which has taken place since 2015 between pre-service teachers of English as an International Language (EIL), studying in their respective institutions in Israel and Germany. Both partners in this collaboration come from countries where the need for a culturally relevant pedagogy is acutely felt as linguistic and ethnic diversity are a daily challenge for school teachers. This study explored the effects of ETP on the participants’ sense of preparedness for teaching EIL to linguistically and culturally diverse, prospective pupil populations. The mixed methods study comprised three data sets: one quantitative and two qualitative were collected from 100 participants: Israelis (N52) and Germans (N48). Participants were evaluated pre and post course by means of a Likert-type scale self-report questionnaire. T-tests revealed a significant difference in only one aspect of the questionnaire. Similarly, conflicting evidence emerged from the qualitative data sets indicating that participants tended to overrate their competences. Findings revealed that only half of the participants were able to apply their perceived expertise to material and task design for prospective pupil populations. Implications drawn from the findings are discussed.

Cet article présente une pratique de télécollaboration étendue, ci-après dénommée ETP, qui a lieu depuis 2015 entre enseignants débutants en anglais comme langue internationale (EIL) et qui étudient dans leurs institutions respectives en Israël et en Allemagne. Les deux partenaires de cette collaboration viennent de pays où le besoin d’une pédagogie adaptée à la culture est vivement ressenti, la diversité linguistique et ethnique constituant un défi quotidien pour les enseignants. Cette étude a examiné les effets de l’ETP sur le sentiment de préparation des participants pour l’enseignement de l’EIL à des populations d’élèves diversifiés sur le plan linguistique et culturel. L’étude des méthodes mixtes comprenait trois ensembles de données : un quantitatif et deux qualitatifs auprès de 100 participants : Israéliens (N52) et Allemands (N48). Les participants ont été évalués avant et après le cours au moyen d’un questionnaire d’auto-évaluation à l’échelle de type Likert. Les tests T ont révélé une différence significative dans un seul aspect du questionnaire. De même, des preuves contradictoires sont ressorties des ensembles de données qualitatives, indiquant que les participants avaient tendance à surestimer leurs compétences. Les résultats ont révélé que seulement la moitié des participants étaient en mesure d’appliquer leur expertise perçue à la conception de matériel et de tâches pour les populations d’élèves potentiels. Les implications tirées des résultats sont discutées.

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