Book chapter

Designing digital educational resources to facilitate learning for second language students

HEP|PH FR

  • 2021
Published in:
  • Formation linguistique des apprenants allophones et pédagogies innovantes / A. Corvaglia ; F. Wolf-Mandroux. - 2021, p. 151-172
English The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways. The number of students who struggle to execute reading comprehension tasks raises in Europe, questioning the relevance and effectiveness of the teaching methods implemented in regular classrooms. In Switzerland, students of French as a second language appear to be particularly at risk of encountering such difficulties. This motivates studies to investigate the specific difficulties in manipulating the language of schooling they may face. This study presents a discussion about teaching tools based on research findings in didactics, psycholinguistics and applied linguistics. This interdisciplinary approach leads us to propose a theoretical framework for 1) considering the specific needs of second language students and 2) developing digital tools to promote the literacy of these students in an inclusive teaching environment which may be in fact suitable for all students. We aim to develop a didactic ontology that will allow us to create customisable and automatically adaptable teaching-learning pathways.
Faculty
HEP|PH FR
Language
  • English
Classification
Education, teaching
License
CC BY
Open access status
green
Persistent URL
https://folia.unifr.ch/unifr/documents/323924
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