6.1 Introduction

The two excerpts above present contrasting perspectives on the value of OLEs in the teaching of FSFL. These beliefs, as well as the contrast between them, are indicative of the diverse range of beliefs found in the context of this study. Some beliefs portray OLEs as brave new worlds that offer opportunities and potential, and that promise change. Other beliefs portray OLEs as strange new worlds that are foreign, frustrating, confusing and impenetrable. In the previous chapter, teachers’ beliefs were presented and described in two categories and in accompanying sub-categories. The emphasis in the chapter was on describing and on summarizing the beliefs. The presentation of the findings provided a response to the question: What are some of teachers’ beliefs about teaching and learning FSFL in OLEs? This chapter moves beyond the presentation and description of the beliefs and provides an interpretation based on further analysis of the data. The interpretation involves taking each sub-category of beliefs identified in Chapter 5 and analyzing it in relation to the historical and conceptual framework outlined in Chapter 2 of this study as well as in relation to this study’s review of the literature. The interpretation of the findings presented in this chapter explores research question 2: What do these beliefs reflect in terms of the evolution of approaches and use of technology in the teaching of FSFL?

The historical and conceptual framework outlined in Chapter 2 of this study provided a summary of the evolution of approaches and of technology use in second- and foreign- language teaching throughout the 20^th century. In the context of describing this evolution, a vision was provided of language learning in the 21^st century. The most recent phase of technology integration, Technology Enhanced Language Learning (TELL) using OLEs was outlined and it was shown how OLEs form an integral part of this vision of language learning for the 21^st century. However, it was also shown that use of OLEs for teaching and learning of FSFL does not in itself guarantee the realization of the vision for teaching and learning French in the 21^st century. Garrett (1991) reminds us that the computer does not constitute a method in itself rather it is a medium or an environment in which a wide variety of methods, approaches or pedagogical philosophies may be implemented. Therefore, we cannot assume that use of OLEs will automatically lead to the transformation of present instructional paradigms, rather such use may simply allow teachers to digitize or to improve on existing practices.

The purpose of this chapter is to look beyond the presentation of the beliefs to understand what the beliefs represent in terms of the new landscapes for learning in the 21^st century. Where do these beliefs lie in the evolution of approaches throughout the last century? Do the beliefs reflect aspects of the vision for learning FSFL in the 21^st century as outlined in Chapter 2? What type of approach do they reflect? Do they represent an attempt to take full advantage of the potential of OLEs? This chapter seeks to provide possible answers to these questions.