Cover not available
Part of
Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 179–192

Chapter 9
Developing online language teacher identities

Interdisciplinary insights

Informed by the other studies of the volume, this chapter argues that online language teacher education (OLTE) should make five considerations in reconceptualizing curricula and provides examples of learning activities that address each. First it should acknowledge that online digital language use differs considerably from in-person language equivalents, and second, that technology knowledge includes not only how to teach online but what digital language use is. Third, it should recognize that learners and teachers have modern techno-identities developed not only in their academic but their everyday lives as well. Fourth, it should leverage the power of the Internet to develop translanguacultural awareness and fifth, recognize that social presence is key to socio-collaborative learning, both in-person and online.

Keywords: online language teacher education, digital language use, techno-identities, languaculture, transcultural awareness, social presence
Article outline
  • A new imperative
  • Reconceptualizing OLTE
    • Technology-mediated language use
    • Technological knowledge
    • Modern techno-identities
    • Social presence and community
    • Translanguacultural awareness
  • Conclusion
  • References
Published online: 20 January 2022
DOI logo
https://doi.org/10.1075/lllt.57.09rei
References (37)
, M.
(1994) Language shock: Understanding the culture of conversation. Morrow.Google Scholar
, A.
(Ed.) (1995) Self-efficacy in changing societies. Cambridge University Press. DOI logoGoogle Scholar
, S.
(2011) Normalisation revisited: The effective use of technology in language education. International Journal of Computer Assisted Language Learning and Teaching, 1(2), 1–15. DOI logoGoogle Scholar
, N.
(1998). The emergence of on-line community. In S. G. Jones (Ed.), New media cultures, Vol. 2. Cybersociety 2.0: Revisiting computer-mediated communication and community (pp. 35–68). Sage. DOI logoGoogle Scholar
, P.
(1999) Mutual shaping of users and technologies in a national virtual community. Journal of Communication, 49(2), 86–108. DOI logoGoogle Scholar
(1991) Language and symbolic power. Harvard University Press.Google Scholar
, L.
(2001) Computers in the classroom: Oversold and underused. Harvard University Press.Google Scholar
, R., , T., & , W.
(2000) Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. DOI logoGoogle Scholar
, J.
(2004) Situated language and learning: A critique of traditional schooling. Routledge.Google Scholar
, S., & , P.
(2008) The effectiveness of technology-enhanced foreign language teaching. In Goertler, S. & Winke, P. (Eds.), Opening doors through distance language education: Principles, perspectives, and practices (pp. 233–260). CALICO Publications.Google Scholar
, S. C.
(2004).  Computer-mediated : An approach to researching online behavior . In S. A. Barab, R. Kling, & J. H. Gray (Eds.), Learning in doing: Designing for virtual communities in the service of learning (pp. 338–376). Cambridge University Press. DOI logoGoogle Scholar
, P., & , M.
(2006) Teacher education in CALL. John Benjamins. DOI logoGoogle Scholar
, K.
(2016) Practitioner and professional development research. Language Teaching Research, 20(2) 143–145. DOI logoGoogle Scholar
, K., & , P.
(2011) The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486–509. DOI logoGoogle Scholar
, T., & , T.
(2019) Digital and online approaches to language teacher education. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education. Routledge. DOI logoGoogle Scholar
, S., Siegel, J., & McGuire, T. W.
(1984) Social psychological aspects of computer-mediated communication. American Psychologist, 39(10), 1123–1134. DOI logoGoogle Scholar
Koehler, M., & , P.
(2009) What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved on 7 July 2021 from [URL]Google Scholar
Kozinets, R.
(1998) On netnography: Initial reflections on consumer research investigations of Cyberculture. In J. Alba & W. Hutchinson (Eds.), Advances in consumer research, (Vol. 25, pp. 366–371). Association for Consumer Research.Google Scholar
, C.
(2002) Context and culture in language teaching. Oxford University Press.Google Scholar
, J., & , E.
(1991) Situated learning: Legitimate peripheral participation. Cambridge University Press. DOI logoGoogle Scholar
, L., & , G.
(2011) A tale of tweets: Analyzing microblogging among language learners. System, 40, 48–63. DOI logoGoogle Scholar
, D.
(1975) Schoolteacher: A sociological study. University of Chicago Press.Google Scholar
, D., & , M.
(2018) Online language teacher education: A Review of the literature. Aqueduto, Norwich.Google Scholar
New London Group
(1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
, J., & , L.
(2014) Digital literacies in foreign language education: Research, perspectives, and best practices. CALICO.Google Scholar
, M.
(2001) Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. DOI logoGoogle Scholar
, J., & , S.
(2019) Digital literacies as emergent multifarious repertoires. In N. Arnold & L. Ducate (Eds.), Engaging language learners through CALL: From theory and research to informed practice (pp. 208–239). Equinox.Google Scholar
, J.
(2020) Metaphors for social media-enhanced foreign language teaching and learning. Foreign Language Annals, 53(2), 234–242. DOI logoGoogle Scholar
(2019) Gameful second and foreign language teaching and learning: Theory, research, and practice. Palgrave. DOI logoGoogle Scholar
In press). Everyday technology-mediatized language learning: New opportunities and challenges. In C. Lütge & M. Stannard Eds. Foreign language learning in the digital age: Theory and pedagogy for developing literacies Routledge
, E. C.
(2017) Teacher education in computer-assisted language learning: A sociocultural and linguistic perspective. Bloomsbury.Google Scholar
, J., Williams, E., & Christie, B.
(1976). The social psychology of telecommunications. John Wiley.Google Scholar
, L.
(1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. DOI logoGoogle Scholar
, S. L.
(2003) Artifacts and cultures-of-use in intercultural communication. Language Learning and Technology, 7(2), 38–67.Google Scholar
, J.
(1996) Computer-mediated communication: Impersonal, interpersonal and hyperpersonal interaction. Communication Research, 23(1), 3–43. DOI logoGoogle Scholar
, M., & , D.
(1998) Computers and language learning: An overview. Language Teaching, 31, 57–71. DOI logoGoogle Scholar
, S.
(1996). Oral and written linguistic aspects of computer conferencing. In S. Herring (Ed.), Computer-mediated communication (pp. 29–46). John Benjamins. DOI logoGoogle Scholar