Rhizo-Creation of Second-Language Teachers’ Capacity for Technological Integration - Volume 48 - Fall/Automne 2022

Oct 15, 2026

Rhizo-Creation of Second-Language Teachers’ Capacity for Technological Integration applies Deleuze and Guattari’s work to explain becoming a technology-capable second-language teacher through experiments within an ongoing 12-week online graduate course in computer-assisted language learning. Data include participants’ assignments, semistructured interviews, course materials, and the researcher’s journal. Rhizoanalysis maps change and emerging potentialities, re-theorizing human, expressive, and material elements in teacher education and informing micro-level research methods for CALL teaching and learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

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Theoretical Framework

Volume 48 (3) Fall /Automne 2022 Rhizo-Creation of Second-Language Teachers’ Capacity for Technological Integration Rhizo-Création de la capacité d'intégration technologique des enseignant .e .s de langue seconde Francis Bangou, University of Ottawa, Canada Abstract This article puts to use the work of Deleuze and Guattari to build new knowledge and understanding associated with the circumstantial nature of becoming a technology-capable language teacher through experimentations with/in the agencements of an ongoing research project associated with the design and delivery of a 12-week online graduate course in computer-assisted language learning (CALL) . Methodologically, data collection encompassed participants’ assignments, semistructured interviews, course materials, and researcher’s journal. Moreover, rhizoanalysis was deployed to map change and potentialities in teachers’ becoming. Scholarly contributions to the fields of technology, learning, and teacher education relate to re-theorizing the role and effect of human, expressive, and material elements in teacher education in CALL, as well as developing new methodologies to research micro-level singularities and emergent potentialities for teaching and learning with/in teacher education. Keywords: Language education ; Technology ; Teacher education ; Deleuze; Rhizoanalysis Résumé Cet article met à profit le travail de Deleuze et Guattari pour produire de nouvelles connaissances et compréhensions sur la nature circonstancielle du devenir enseignant.e de langue capable d’utiliser les technologies en expérimentant avec / dans les agencements d’un projet de recherche en cours associé à la conception et à la prestation d’un cours de deuxième et troisième cycle en ligne de 12 semaines sur l’Apprentissage des langues assisté par ordinateur (ALAO) . Sur le plan méthodologique, la collecte de données comprenait les devoirs des participant.e.s, des entrevues semistructurées, le matériel de cours et le journal du chercheur. De plus, la rhizoanalyse a été déployée pour cartographier les changements et les potentialités du devenir enseignant.e.s. Les contributions savantes aux domaines de la technologie, de l’apprentissage et de la formation du personnel enseignant se rapportent à la ré-théorisation du rôle et de l’effet des éléments humains, expressifs et matériels dans la CJLT/RCAT Vol. 48 (3) formation du personnel enseignant à l’ALAO, ainsi qu’au développement de nouvelles méthodologiespour rechercher les singularités de micro-niveau et les potentialités émergentes pour l’enseignement et l’apprentissage avec / dans la formation du personnel enseignant. Mots-clés : L’Enseignement des langues ; La technologie ; Formation des enseignant.e.s ; Deleuze ; Rhizoanalyse Entry Point Throughout the years, numerous epistemologies and methodologies have been used to try to capture the process and outcomes of teacher education in computer-assisted language learning (TEDCALL) (Hubbard, 2019; Kessler & Hubbard, 2017 ; Sun & Zou, 2022). What emerges in part from these inquiries is that teacher development in computer-assisted language learning (CALL) is a complex and situated process (Arnold & Ducate, 2015; Son & Windeatt, 2017) . As such, Arnold and Ducate (2015) have argued for more research to “help us identify ways in which CALL teacher education can successfully account for the context-specific nature of teaching and learning”(p. 6) . This article draws on the work of Deleuze and Guattari (1987) to think about and do TEDCALL differently through experimentations with/in rhizomatic transformative interconnections amid human, material, and expressive elements associated with the process of becoming a technologically capable second language (L2) teacher. Methodologically, rhizoanalysis (Masny, 2016) was deployed to map change and potentialities in pre-service teachers becoming with/in the agencements1 (“assemblage,” in English; Deleuze & Guattari, 1987) of an ongoing re

FAQs

What is the article’s main aim regarding second-language teacher education?

It uses Deleuze and Guattari’s concepts to develop new understanding of how second-language teachers become capable of integrating technology through course-based experimentation in CALL.

How were data collected in the study?

Data collection included participants’ assignments, semistructured interviews, course materials, and the researcher’s journal.

What framework is used to interpret reality and teacher becoming?

Deleuze and Guattari’s framework views reality as the emergent interplay between the virtual, intensive, and actual realms, supporting analysis of potentials to become during TEDCALL.

Oct 15, 2026

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