Enseignement à distance d'urgence : les défis associés à un contexte d'enseignement d’une langue seconde
DOI :
https://doi.org/10.21432/cjlt28277Mots-clés :
ALS, apprentissage en ligne , écoles délocalisées, COVID-19Résumé
La pandémie de 2020 a fréquemment nécessité que les enseignants des écoles délocalisées poursuivent leur instruction des enfants chinois en ligne plutôt qu'en présentiel en Chine ; une réponse dite d'enseignement à distance d'urgence. Un changement nécessaire de pédagogie s'est accompagné d'une série de défis dans le but d'offrir une éducation de qualité aux élèves en anglais langue seconde (ALS). Au cours de l'année scolaire d'automne 2020-2021, un échantillon de 25 enseignants et de 3 directeurs d'école ont fourni des commentaires sur ces défis inhérents dans le cadre d’une étude à méthode mixte composée d'enquêtes, d'entretiens et de groupes de discussion. Les facteurs qui ont eu un impact sur la prestation ont été identifiés dans les grandes catégories de : style de vie des enseignants, les obstacles liés à la technologie, les pratiques de enseignement et le soutien pédagogique. Les résultats étaient uniques en ce que 1) ils étaient liés à une réponse à un contexte difficile par opposition à un enseignement en ligne soigneusement planifié et 2) les élèves en langue seconde constituent une cohorte d'apprentissage différente. Ce travail contribue à la littérature en suggérant que la charge cognitive, l'autorégulation et la littératie attentionnelle méritent une attention particulière lorsque des contextes d'apprentissage de l'anglais langue seconde avec la technologie sont impliqués.
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© Gregory MacKinnon, Tyler MacLean 2023
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
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