ATTITUDES OF GREEK FRENCH LANGUAGE TEACHERS ON THE DISTANCE TEACHING OF FRENCH AS A FOREIGN LANGUAGE

Athina Varsamidou

doi:10.46827/ejfl.v8i1.5321

Autor

Athina Varsamidou PhD, Specialized Teaching Staff in the Section of Linguistic and Didactic, Department of French Language & Literature, Aristotle University, Thessaloniki, Greece orcid.org/0009-0008-6161-9153

DOI:

https://doi.org/10.46827/ejfl.v8i1.5321

Słowa kluczowe:

teaching, French language, distance learning, distance teaching, modern and asynchronous communication platforms, teaching techniques

Abstrakt

The period of the pandemic and the imposed distance teaching in all educational institutions for almost two years changed the way of approaching the subjects on many levels. Teachers were called upon in difficult circumstances and under pressure to adapt their teaching materials, to prioritize their teaching techniques differently, to make use of the available modern and asynchronous communication platforms, restructuring their teaching accordingly. In this article we will present the results of a qualitative research conducted between March-May 2023 in the region of Thessaloniki, aiming to investigate the views of French teachers of public secondary and primary education on the distance teaching of French as a foreign language. The survey involved 20 permanent and contractual French language teachers who were teaching in secondary and primary education during the period of the health crisis. A semi-structured interview was used as a research instrument in order to have a question guide leading to specific answers. Specifically, the following axes, which are the research questions of the study, were posed: a) how did they organize the foreign language lesson during distance education and which teaching techniques were chosen; b) which tools of the WebEx educational platform were used; c) to what extent did they use the educational platforms e-class & E-me education; d) how did they evaluate the degree of development of students' linguistic communicative and pragmatic skills? e) what do they consider to be the main obstacles in distance teaching of foreign language? The teachers in the study have responded to the new challenging data, adapted their teaching practice and raised questions and concerns about distance teaching of French as a foreign language.

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Biogram autora

Athina Varsamidou - PhD, Specialized Teaching Staff in the Section of Linguistic and Didactic, Department of French Language & Literature, Aristotle University, Thessaloniki, Greece orcid.org/0009-0008-6161-9153

Athina Varsamidou is holds a Doctorate in Pedagogy from the University of Crete in Greece, Department of Pedagogy and a Master 2 in “Evaluation and Administration in Education” from Rhodes University and a Master 2 in “Science in Education” from the Hellenic Open University. From 2002 to 2020, she was a teacher of French as a Foreign Language in the public sector (Greek National Education). Since 2020, she has been a permanent member of teaching staff in the Department of French Language and Literature at the Aristotle University of Thessaloniki (Section of Linguistics and Didactics). She has also been an ambassador for eTwinning in Greece, an initiative which helps to develop internationally oriented projects. Her research focuses on the evaluation of learners and teachers, and the integration of new technologies into the teaching and didactics of French language teaching. In 2015, the French government and the Ministries of Education and Foreign Affairs awarded her the title of Chevalier dans l'ordre des Palmes Académiques for her contribution to the promotion of French culture and language in Greece. She has taken part in national and international conferences and published articles in Greek and foreign scientific journals. Her scientific and research interests focus mainly on educational policy issues (evaluation of educational work, student assessment, teacher training and professional development, portfolios), educational research methodology, teaching, and the integration and pedagogical use of new technologies in the teaching of French.

Bibliografia

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Varsamidou, A. (2024). Attitudes of Greek Foreign Language Teachers Regarding the Role of Authentic Assessment in Foreign Language Teaching, Futurity Education, 4(1), 258-273. E-ISSN: 2956-3402 https://doi.org/10.57125/FED.2024.03.25.13

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Sitography

https://auth.e-me.edu.gr/

https://eclass.sch.gr/

https://www.webex.com/

http://ebooks.edu.gr/ebooks/v/html/8547/2312/Gallika_A-Gymnasiou_html-empl/

https://aesop.iep.edu.gr/