Sprogteknologier i fremmedsprogsundervisningen: indkredsning af en sprogfaglig teknologiforståelse
– på tværs af grundskole og ungdomsuddannelse
DOI:
https://doi.org/10.7146/lom.v16i28.136251Keywords:
fremmedsprog, digitale sprogteknologier, teknologiforståelse, sprogfagAbstract
The aim of the article is to study use of digital technologies within foreign language subjects with the objective of approaching a conceptualisation of digital technologies in language teaching. This is examined through two empirical studies of the use of digital tools in foreign language teaching in primary and secondary schools. The studies identify four different types of activities in students' use of digital tools in their language work: practice, examine, participate, and discover. Based on the results, the article discusses how technology literacy can be conceptualised in a Danish foreign language teaching context. The article proposes a terminology for digital language technologies and thus for key concepts of technology literacy in language teaching. Through this terminology of digital language technologies, the article aims to characterize (and discuss) what understanding and knowledge of technology students and teachers need to have within foreign languages. The terminology of digital language technologies consists of: Spaces for exercising, Tools for language work, Communication media and Channels to culture.
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Copyright (c) 2023 Christian Dalsgaard, Mette Vedsgaard Christensen, Francesco Caviglia, Mette Skovgaard Andersen, Hanne Wacher Kjærgaard, Mette Alma Kjærsholm Boie
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