In online teacher education programmes, the co-construction of concepts is of paramount importance to create a sense of sharing, motivating teachers to further engage in the activities of a short-term community of practice. Indeed, participants usually (and immediately) engage in this kind of conceptual dialogue, as it builds a sort of affective bond and a cognitive common ground, and reduces potential dissonances. Such co-construction of the meaning of key concepts is even more important in multilingual and online teacher education contexts, as these characteristics of the context might otherwise discourage teachers from actively participating in the exchanges, due to potential technical and linguistic issues. In this contribution, we focus on teachers and mentors participating in an online teacher training event (one-week duration) around the use of Linguistic Landscapes in language education, and we analyse how they collaboratively construct the meaning of “linguistic landscape” in multilingual discussion around specific literature using the platform Perusall. More specifically, we will analyse how they dialogically expand or reduce the scope of the concept and appropriate it for pedagogical purposes, depending on their linguistic repertoires and professional background.
In online teacher education programmes, the co-construction of concepts is of paramount importance to create a sense of sharing, motivating teachers to further engage in the activities of a short-term community of practice. Indeed, participants usually (and immediately) engage in this kind of conceptual dialogue, as it builds a sort of affective bond and a cognitive common ground, and reduces potential dissonances. Such co-construction of the meaning of key concepts is even more important in multilingual and online teacher education contexts, as these characteristics of the context might otherwise discourage teachers from actively participating in the exchanges, due to potential technical and linguistic issues. In this contribution, we focus on teachers and mentors participating in an online teacher training event (one-week duration) around the use of Linguistic Landscapes in language education, and we analyse how they collaboratively construct the meaning of “linguistic landscape” in multilingual discussion around specific literature using the platform Perusall. More specifically, we will analyse how they dialogically expand or reduce the scope of the concept and appropriate it for pedagogical purposes, depending on their linguistic repertoires and professional background.