Abstract

The flexible and pedagogically informed use of technology for the service of socioculturally oriented perspectives on language learning has been an important goal in education for some time. However, change in pedagogical approaches and practices has been slow in schools. Neither has technology become an established resource in language teacher education. This study sheds light on how pre-service teachers in northern Finland design an online project for English promoting learners’ meaningful participation in language activities, as well as multimodal and intermedial practices. Nexus analysis is used to examine the research materials gathered during the design process. The findings highlight competing perspectives arising from the pre-service teachers’ print-oriented and teacher-led experiences of language learning at school, and from their active intermedial practices online. The chapter proposes a way to utilize a design-based approach to developing language teacher education and envisioning practices for future language pedagogy.