Essayons: French as a Second Language Teacher Experiences of Technology-Enhanced Practice

  • Cameron W Smith Werklund School of Education University of Calgary

Abstract

While past research has identified the importance of teacher beliefs in informing practice, this work is underexplored in the context of Canadian French as a Second Language (FSL) teachers. Numerous studies have emphasized the benefits of technology-enhanced teaching practices, yet the daily challenges faced by FSL teachers limit their capabilities to fully integrate these tools and pedagogies into their practices. By considering how practicing FSL teachers experience the integration of technology in second language learning, this research contributes a current understanding of these realities. Through an interpretive lens, this article presents an account of the experiences of four FSL teachers in an urban school board in southern Alberta. The participants’ responses reveal that while current trends in technology integration aligned well with their beliefs, numerous barriers have presented ongoing challenges in enacting their visions for their professional practices.

Published
2020-06-30
How to Cite
Smith, C. W. (2020). Essayons: French as a Second Language Teacher Experiences of Technology-Enhanced Practice. Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, 4(2), 1-15. Retrieved from https://journalhosting.ucalgary.ca/index.php/ep/article/view/68375
Section
Articles