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The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World

The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World
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Author(s): Geoff Lawrence (York University, Canada)
Copyright: 2020
Pages: 21
Source title: Language Learning and Literacy: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-9618-9.ch040

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Abstract

This chapter discusses the role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning (L2) in an increasingly digitalized world. The promise and pressures of technology integration are first discussed highlighting the need for new approaches to pedagogy in technology-mediated L2 teaching. Factors contributing to teacher resistance are then reviewed including the unique qualities of educational resistance to technology. Research identifying the nature of teacher beliefs from a range of studies is examined along with a conceptual framework illustrating the interconnected factors shaping L2 teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher education and areas of needed research conclude the chapter.

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