My name is Francis Bangou and I am a full professor in Second Language education at the Faculty of Education of the University of Ottawa. My research focuses on language teacher training and the implementation of digital technologies in second-language education. For the past couple of years, I have been drawing from new materialist thoughts (Cool & Frost, 2010) and the relational ontology of Deleuze and Guattari (Deleuze & Guattari, 1987) to design an online course that aimed to help language teachers experiment with creativity, disruption, and the integration of digital technologies into their practice. This website is an extension of this course.
Disrupting Teacher Education in Computer Assisted Language Learning is a website that acts as an interactive platform to create new potentials for teacher education in CALL and empower educators by mobilizing and transforming knowledge around the process of becoming a technology-capable language teacher.
With/in this website, the concepts of Teacher Becoming in CALL (TBIC) (Bangou & Vasilopoulos, 2018; Bangou, 2020) is put to work to rupture, unsettle, renew, and innovate rather than to represent, and control teacher education in CALL.
To do so, we invite individuals, and communities to engage with the content of this website including the multimedia expressions of preservice and in-service teachers becoming in CALL displayed on the blog of this website as a way to break away from assumptions, habits, routines, and pre-established ways of conceiving and educating teachers in CALL.
In this way, questions and wonderings will emerge, thinking will be stimulated, and knowledge associated with teacher education in CALL that could not be conceivable otherwise will be generated.
Disrupting Teacher Education in Computer Assisted Language Learning is a website that acts as an interactive platform to create new potentials for teacher education in CALL and empower educators by mobilizing and transforming knowledge around the process of becoming a technology-capable language teacher.
With/in this website, the concepts of Teacher Becoming in CALL (TBIC) (Bangou & Vasilopoulos, 2018; Bangou, 2020) is put to work to rupture, unsettle, renew, and innovate rather than to represent, and control teacher education in CALL.
To do so, we invite individuals, and communities to engage with the content of this website including the multimedia expressions of preservice and in-service teachers becoming in CALL displayed on the blog of this website as a way to break away from assumptions, habits, routines, and pre-established ways of conceiving and educating teachers in CALL.
In this way, questions and wonderings will emerge, thinking will be stimulated, and knowledge associated with teacher education in CALL that could not be conceivable otherwise will be generated.