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Lookup NU author(s): Dr Müge SatarORCiD
This is the authors' accepted manuscript of a book chapter that has been published in its final definitive form by Routledge, 2018.
For re-use rights please refer to the publisher's terms and conditions.
In this contribution we argue for instructed reflection and practice of Social Presence (Kehrwald, 2008, 2010) and Participatory Literacy skills (Giger 2006, Pegrum 2009) in education programs preparing language teachers for technology-mediated contexts. We introduce the aforementioned concepts and their interrelationship as well as their connection with multimodal competence (Kress 2003) and symbolic competence (Kramsch 2006). We propose that teachers need to be able to model these skills and competences for learners in online environments as they not only make up their own and their students’ semiotic budget but are also – we hypothesise – the pre-condition for successful computer-supported collaborative learning (CSLC). We further hold that this applies in particular to technology-mediated language learning, due to the challenges arising from the dual mediation effect of a. the technology and b. the foreign language. Our insights stem from the design and delivery of a training module for pre- and in-service language teacher trainees in an EFL course in the Foreign Language Education Department (FLED) at Boğaziçi University: Tutoring with Web 2.0 tools – Designing for Social Presence.
Author(s): Hauck M, Satar HM
Editor(s): Kern R; Develotte C
Publication type: Book Chapter
Publication status: Published
Book Title: Screens and Scenes: Online Multimodal Communication and Intercultural Encounters : Theoretical and Educational Perspectives
Print publication date: 19/06/2018
Online publication date: 14/06/2018
Acceptance date: 15/11/2017
Place Published: London
Library holdings: Search Newcastle University Library for this item