THE MEDIATED PEDAGOGICAL COMMUNICATION

ASSETS AND CHALLENGES IN THE LANGUAGE CLASSROOM

Abstract

The socio-educational transformations experienced by the world during and in the aftermath of Covid-19 have called for new professional thinking, a high degree of mobility for digital tools, an orientation towards the implementation of processes for the socialization and professionalization of the individual, and the humanization and democratization of the pedagogical process. Indeed, schools are called upon to adapt and rethink their structure and practices to enable individuals to fulfill their current and future roles in society. In this respect, a person's professional and social achievements largely depend on professional skills and communication skills in particular.  Communication skills are important competencies for actors in action (teachers and learners). They ensure the fulfillment of pedagogical communication functions, the content of pedagogical activity and give an idea of the level of professional and communicative culture of these educational actors. The introduction of digital tools, whether courseware or online (platforms) in pedagogical communication, has generated new practices and a change in the teacher-learner relationship. In this paper, we will study the relationship between ICT and pedagogical communication in the post COVID-19 era, as well as the teacher (tutor) and learner relationship in mediated pedagogical communication in the language classroom. All this is based on surveys and research reports carried out in the Moroccan context.