Intégration d'un échange interculturel hybride dans un programme d’anglais pour non-spécialistes

Abstract

We study the pedagogical potential and challenges posed in combining informal learning in a formal teaching programme of English for non-specialist university students by focusing on one of its optional elements: a hybrid exchange module (Kleban et al., 2021) which combines virtual exchange and physical mobility and engages learners in formal and informal educational activities. We use Activity Theory (Engeström, 2000 ; Mwanza & Engeström, 2003) and a diverse data set to analyse qualitatively the module’s design, the interactions and perceptions of participants, and the module’s integration into the teaching program. Third Generation Activity Theory (Engeström, 2009 ; Bradshaw et al., 2020) enables us to deconstruct the module’s hybrid design, to identify the means by which the teachers and students construct "Third Spaces'' (Gutiérrez et al., 1999) which enable the bridging and crossing of boundaries between complementary and at times contradictory formal and informal activity systems. Initial analysis of online interactions and student reported offline interactions reveals multiple examples of boundary crossing but also boundary setting by participants. While participant perceptions of competence development highlight this hybrid model’s pedagogical potential, there are also indications of its limitations. A comparison of the integration of the module in the program between 2018 and 2019 enables us to identify how contradictions in existing activity systems can lead to pedagogical transformation.

Keywords

• English as a foreign language
• informal and formal learning
• transversal competences
• professional competences