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Author(s): Jeanne Rolin-Ianziti | Barbara E. Hanna

Journal: FULGOR : Flinders University Languages Group Online Review
ISSN 1446-9219

Volume: 4;
Issue: 2;
Start page: 1;
Date: 2010;
Original page

It is typical of Australian university language departments that most staff are very much involved in teaching of undergraduate programs, although few of us have formal teaching training. Furthermore, although non-literature specialists (for example) are rarely called upon to teach literature, non-specialists in language pedagogy often teach language. In spite of a strong involvement in language teaching, and despite extensive experience of the classroom, we are not all specialists in language teaching research and therefore may not be fully aware of recent innovations in language teaching research and practice which might impact upon this field in which so many of us work. The motivation of this introduction and more generally of this special issue of FULGOR is, then, to present the main methodological developments that have occurred in language teaching in the early years of the 21st century, focussing mainly on the teaching of the French language and this with a view firstly to promoting discussion of this changing terrain and secondly encouraging research in the field. Due to the space limitations of this paper, we will deal with two major areas where changes have occurred since the 1990s and indeed, are still occurring: the first is language teaching methodology, while the second concerns technology and its uses. We will briefly sum up theoretical and/or practical research in both areas before discussing the contributions that each article in this special issue makes to teaching within language programs.
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