Abstract
The COVID-19 pandemic has presented unprecedented challenges to language educators worldwide, including in Canada, who had to swiftly adjust their teaching methods to incorporate technology. This shift required significant training and adaptation, and many educators faced difficulties in engaging students and keeping their attention in a virtual environment. Unfortunately, inadequate support and training led to burnout and frustration, resulting in a significant number of teachers leaving the profession. Additionally, the growing linguistic and cultural diversity of students worldwide requires teachers to possess both technology skills and knowledge and sensitivity to work with diverse backgrounds. Without adequate support and training, the sustainability of the teaching profession is at risk.
To address these issues, my doctoral research investigates the attitudes of pre-service teachers towards technology-mediated plurilingual pedagogy, a promising approach that leverages technology as a medium to enhance language learning by using the linguistic and cultural resources of multilingual students. This approach offers hope for sustainable change, promoting sustainable teaching practices that meet the needs of multilingual students. During the presentation, I will provide an overview of my ongoing research, which involves a collaborative approach where pre-service teachers develop lesson plans in both of Canada's official languages and provide feedback to each other through peer evaluation. This research inquiry represents a significant step towards addressing the critical need for effective teacher preparation and supporting sustainable teaching practices that facilitate teacher retention. Moreover, it provides socially relevant education to multilingual students, safeguarding the future of the teaching profession in Canada and abroad.
Author Information
Lana Zeaiter, McGill University, Canada
Comments
Powered by WP LinkPress