This study first aims to profile the beliefs of teachers of French as a second and foreign language (FSFL) about teaching and learning in online learning environments (OLEs). Secondly, it aims to understand in what ways the beliefs reflect the evolution of approaches, learning theories and use of technology in the teaching of FSFL throughout the past century.
In this philosophical article the author discusses what literacy is and what it is not. Postulating that 'literacy is participation' she argues that if we truly want to create a more literate society, we must move beyond literacy programs to more broadly based social and economic change.
