Rhizo-Creation of Second-Language Teachers’ Capacity for Technological Integration

Francis Bangou

doi:10.21432/cjlt28013

Authors

Francis Bangou University of Ottawa

DOI:

https://doi.org/10.21432/cjlt28013

Keywords:

language education, technology, teacher education, Deleuze, rhizoanalysis

Abstract

This article puts to use the work of Deleuze and Guattari to build new knowledge and understanding associated with the circumstantial nature of becoming a technology-capable language teacher through experimentations with/in the agencements of an ongoing research project associated with the design and delivery of a 12-week online graduate course in computer-assisted language learning (CALL). Methodologically, data collection encompassed participants’ assignments, semi-structured interviews, course materials, and researcher’s journal. Moreover, rhizoanalysis was deployed to map change and potentialities in teachers’ becoming. Scholarly contributions to the fields of technology, learning, and teacher education relate to re-theorizing the role and effect of human, expressive, and material elements in teacher education in CALL, as well as developing new methodologies to research micro-level singularities and emergent potentialities for teaching and learning with/in teacher education.

Author Biography

Francis Bangou, University of Ottawa

Francis Bangou is full Professor in Second Language Education at the University of Ottawa in Canada. His research is broadly situated within poststructuralism and focuses on the adaptation of second language teachers and learners to unfamiliar teaching and Learning environments, and the implementation of digital technologies in second language education.

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