The Evolving Roles of Language Teachers: Trained Coders, Local Researchers, Global Citizens.
The Evolving Roles of Language Teachers: Trained Coders, Local Researchers, Global Citizens.
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语言教师不断变化的角色：训练有素的程序员、当地研究人员、全球公民。
DOI：
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发表时间：
2015
影响因子：
3.8
通讯作者：
Robert Godwin
中科院分区：
文献类型：
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作者：
Robert Godwin
过去几十年来，语言教师所工作的世界发生了根本性的颠覆性变化，联网计算机在日常生活中所扮演的角色发生了深刻的变化，日益全球化的社会带来了社会和人口变化，使来自不同文化和语言的人们比以往任何时候都聚集在真实和虚拟的环境中。并非世界所有地区都以相同的方式或以相同的变化速度受到影响，但这些全球趋势可能会给各地的社区带来重大变化（Canagarajah，2002）。这种新环境的副产品之一是语言学习机会的增加，特别是通过社交网络和网络游戏等非正式环境。我们学生的生活越来越多地涉及技术的大量使用，尤其是通过移动设备，以及建立和维持有意义的关系，这些关系不一定基于面对面的接触，有时甚至远远超出了他们自己的家庭基础。第二语言教师需要能够在这个不断变化的环境中有效地工作，为学生在一个可能与他们成长的世界有很大不同并且可能继续发生重大变化的世界中的工作和生活做好准备。培训语言教师应对这种动态的挑战是巨大的。我们需要教师不仅要精通目标语言并接受足够的培训以成为有效的课堂教师，而且他们还需要能够应对技术使用的增加以及所有受过教育的公民成为全球公民的需要（Kumaravadivelu，2013）。他们需要能够跟踪技术的新发展，并能够了解其在第二语言教学中的潜在用途。至关重要的是，教师需要能够评估新的发展如何适合（或不适合）当地的教学环境。在本专栏中，我们将探讨二语（第二语言）教师为了在不断变化的社会、教育和技术环境中发挥有效作用而可能需要扮演的相互关联的角色。从根本上讲，这涉及 1) 深入了解计算机和网络的运行方式，2) 能够评估新技术以及如何将它们融入到自己的教学和学习环境中，3) 学习如何帮助学生应对日益互联和多语言的世界。
Language teachers are working in a world which has changed in the past decades in fundamentally disruptive ways, through profound changes in the role that networked computers play in everyday life and through the social and demographic shifts brought on by an increasingly globalized society, bringing together more than ever before people from different cultures and languages in real and virtual environments. Not all parts of the world are affected in the same way or at the same rate of change, but these global trends are likely to bring significant changes to communities everywhere (Canagarajah, 2002). One of the byproducts of this new environment is the growth in opportunity for language learning, in particular through informal environments such as social networks and networked gaming. Increasingly, our students’ lives involve heavy use of technology, especially through mobile devices, and the building and maintenance of meaningful relationships not necessarily based on face-to-face contact and sometimes extending well beyond their own home base. Second language teachers need to be able to work effectively in this evolving environment, preparing students for work and life in a world likely to be quite different from that in which they grew up, and which is likely to continue to change in significant ways. The challenges for training language teachers to deal with this dynamic are considerable. We need teachers not only to be proficient in the target language and have sufficient training in being effective classroom teachers, but they also will need to be able to cope with increased use of technology, and the need for all educated citizens to be global citizens (Kumaravadivelu, 2013). They will need to be able to follow new developments in technology and be able to understand their potential use in second language instruction. Crucially, teachers will need to be able to assess how new developments might fit in (or not) to their local instructional context. In this column we will examine the interconnected roles that L2 (second language) teachers may need to play in order to be effective in a changing social, educational, and technological environment. Fundamentally, this involves 1) gaining an inside appreciation of how computers and networks operate, 2) being able to evaluate new technologies and how they can be integrated into their own teaching and learning environments, and 3) learning how to equip students to deal with an increasingly interconnected and multilingual world.