Integration of ICT into Teaching French as a Foreign Language in terms of Francophonie
[S’inserer dans le monde francophone du numerique durant les cours de FLE]
Thierry Karsenti – Olga M. Kozarenko – Victoria Skakunova
DOI: 10.18355/XL.2020.13.01.22
Abstract
As teachers of French as a foreign language, we deeply regret to state the reduction of the quantity of learners who choose French as a second language. On the other hand, in the digital era, are we doing everything possible to make the learning of French more appealing? To which extent have we succeeded in helping our learners discover French-speaking world by using new technologies?
The present research focuses on the study of local practices of French teachers at universities and schools of Russian central region as well as autonomous work of students.
The results of the survey conducted to allow us to better understand the strengths and weaknesses of using new technologies in learning French. The face-to-face interviews have clarified teachers’ individual approaches. The analysis of the experience has helped to elaborate an array of recommendations in the use of new technologies for French teachers, especially for those who teach beginners.
The authors of the research are highlighting the Canadian experience of integrating digital resources in educational aims proposed by the leaders in this field.
Key words: teaching/learning of foreign languages, digital technologies, digital Francophony, digital educational communication, ICT, ICT for education, virtual information exchanges, communication space, chat