Technologies and Design in Language Education

With the advancement of digital technologies, our abilities to manage processes and solve problems have been substantially affected. Automation and virtualization have enabled us to play increasingly active roles as creators and producers. In this context, the word design has become important not only in the industrial sphere, but also in the context of language education and pedagogical policies. To develop in students the critical thinking necessary for engagement in social language practices, design has become an essential process, as it empowers the language user, enabling them to (re)construct meanings, languages, and media with the aid of digital technologies. The overall objective of this project is to analyze the potential of the association between digital technologies and design for language teaching and learning. To this end, the following specific objectives were listed: (a) Identify digital tools for implementing design activities in language classes; (b) Identify models for integrating digital technologies into design activities in language classes; (c) Investigate language learners' experiences with digital technologies in design activities in language learning; (d) To investigate the experiences of pre-service and in-service language teachers with digital technologies in design activities in language teaching; (e) To highlight the perceptions and conceptualizations of language learners and teachers about digital models and technologies for design activities; (f) To evaluate resources and teaching materials for design activities in language teaching; (g) To evaluate curricular models, proposals, and regulations for the integration of technologies for language teaching and learning; and (h) To evaluate pedagogical practices and teaching methodologies that guide the integration of digital technologies for design activities. Through a qualitative, interpretative investigation, the research uses, as methods and techniques for data collection and generation, informetrics; bibliographic research; questionnaires; narratives; document analysis; and interviews. The study anticipates the participation of language learners and teachers (native and additional languages) in order to encompass a diversity of nationality, age range, gender, and length of language study and training.