Practice Reports

When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online




teacher training, online language teaching, experiential learning, techno-semiopedagogical competence


The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000’s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; MüllerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Français en (Première) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees’ techno-semiopedagogical competences.

Author Biographies

Marco Cappellini, Aix Marseille Univ, CNRS, LPL, Aix-en-Provence, France

Marco Cappellini is associate professor in Didactics of foreign languages at Aix-Marseille University. His research interests include tandem learning, interactionist approaches to FL learning, FL teaching and learning through CMC, teacher education and the integration of ICT in FL education, and learner autonomy.

Yu-Yin Hsu, Hong Kong Polytechnic University, Department of Chinese and Bilingual Studies

Yu-Yin Hsu is assistant professor in Department of Chinese and Bilingual Studies at Hong Kong Polytechnic University. Her research interests include technology application in FL teaching and learning, FL teacher training, psycholinguistic language processing, and theoretical linguistics.





Practice Reports