Innovation in Language Learning

The latest debate in second language education is about creating meaningful learning experiences through online technology. Many researchers asked the question on how to blend the right cognitive methods with a motivating teaching experience and the most engaging social presence (Thomas, 2013). All three factors are decisive in French writing classes, where the learner acquires cultural as well as linguistic information simultaneously. 

Traditionally there is a long history on using the inductive versus deductive methods. This particular methodological dichotomy is progressive since it is generating new ideas for every new generation of students and language instructors. Furthermore, this dichotomy helps the language instructors to better understand student/tutor communication within a mixed online/class environment. Among the technology methodologies in French language education it is worth mentioning the hybrid learning experience, with a broad range of interests and personalizing settings such as the flexible learning environment promoted in dialogue and discussion platforms, the video and videoconferencing software of Zoom, Panopto, Adobe Connect, Skype, Blackboard collaborate and other new emerging tools for online or hybrid courses. 

Last but not least different theories on learning and communication may bring light on how our brain functions when we learn and how we deal with new information. Thus, the constructivist theory of Piaget offers a different direction in learning theory, compared to the sociocultural theory of Vygotsky. Piaget stipulates that the learner gathers information from the environment and pieces it together to better understand it. This shows the learner largely independent of settings and instructors. Vygotsky had an opposing philosophy of language learning. He believes that the key to success is the interaction with a tutor.