Tatyana Angelova
“St. Kliment Ohridski” University of Sofia (Bulgaria)
Abstract. Significance of the research problem: In their communication outside school, students often come across multimodal texts in forums, sites, blogs or texts integrating visual, sound, and animation components. The ever-increasing interest in communication, not only through language but also through multimodal texts, raises the question about studying the second type of texts in first language teaching and about their influence on the first key competence under the Common European Framework of Reference for Languages. In order to find an answer we seek the productive link between multimodal texts and digital competence. For this purpose we examine the attitudes of Bulgarian language teachers from secondary school to digital competence and its relation to Bulgarian language education.
Theoretical Ideas: They are based on the Framework for Developing and Understanding Digital Competence in Europe.
Research question: What is the attitude of Bulgarian language specialists to the digital literacy of secondary school students?
Participants in the Survey: Bulgarian language teachers, linguists, BA, MA and PhD students, teaching Bulgarian language trainers.
Procedures: We make an expert assessment of criteria and indicators for digital literacy through Google forms assigning values related to Bulgarian language teaching by the following scale: very important (2), important (1), minor (0) ), insignificant (-1).
Working hypothesis: There exist criteria and indicators for digital literacy in direct relation with Bulgarian language teaching and the first key competence that can be explicitly explained. Zero hypothesis – there are no criteria and indicators for digital literacy in direct relation with Bulgarian language teaching.
Keywords: attitudes: Bulgarian Language Teachers; digital competence
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