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Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development
Abstract
Recent studies in second language (L2) teacher education (L2TE) emphasize the sociohistorical and contextual dimensions of teachers' professional development. In practice, however, teaching practice opportunities, which can help pre-service teachers experience these dimensions, are limited. Innovative technological applications can help address this issue. This chapter proposes a combination of offline and online activities in which pre-service language teachers can engage L2 learners online while augmenting their own learning through offline peer dialogues. Rooted in the sociocultural approach to learning, this chapter presents a case study analyzing the Critical Learning Episodes (CLEs; Kiely & Davis, 2010) found in the peer dialogues of pre-service teachers during their online engagement with L2 learners abroad. The findings suggest that offline peer dialogue serves as an advanced type of reflection-in-practice (Schön, 1983, 1987), utilizing text mediation, a method that assists student teachers to co-construct the situated knowledge and skills that are holistic in nature (thus requiring multiple perspectives) and purportedly crucial for L2 teaching.
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