Teacher Roles and Practices in Technology-Enhanced Instruction

With the evolution of language instruction to include a diversity of physical and virtual spaces and an equal diversity of modes of mediated communication, teachers are called upon to acquire and display competence in a multitude of role definitions. Among them :

• Teacher as expert
• Teacher as guide
• Teacher as avatar
• Teacher as co-learner
• Teacher as learning manager
• Teacher as "friend"

What happens to instructional practice within these newly defined roles ? Is the catalogue of classroom instructional activity-- paired and group work, task-based learning, information gap activities, etc etc--still valid within a context where increasing amounts of class communication may be computer-mediated, often without the possibility for synchronous intervention associated with face-to-face instruction, or in social sites whose primary purpose is not educational ?

Proposals for presentations dealing with these and other questions associated with teaching methodologies in a technology-intensive context are solicited for the NEALLT 2012 conference to be held at Carnegie Mellon University March 30-April 1, 2012. Proposals should be submitted before February 1st, 2012 for 30-minute presentation or 45-minute panel sessions. Participants will be notified by February 15th of selection results, with the final program being announced March 1st.

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