Accompagner la formation de futurs enseignants de langue en tandem interculturel médiatisé: la sensibilisation aux fonctions du tutorat
Résumé
This paper presents a theoretical reflection on the role of tutoring in distance learning (cf. Bourdet 2007). This reflection was triggered by an experimental, IC-mediated collaborative learning project (cf. Bertin/Gravé/Narcy-Combes 2010) between Siegen and Sorbonne Nouvelle universities. ICT-mediated distance learning plus the contact with the tutors allowed students to reflect on the role of tutoring, namely its differences with traditional teacher-fronted classroom contexts (cf. Aguilar 2013). Excerpts from the qualitative and quantitative data generated by the project are used to illustrate how it allowed for the students' reflection on aspects of tutor-learner relationship, as well as on the multilingual dimension of the project.