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| Автори: Велева, Р. П. Заглавие: Ролята на преподавателя в чуждоезиковото обучение: от фасилитатор към навигатор в постмодерната дидактическа екосистема Ключови думи: postmodern didactics, foreign language teaching (FLT), digit Абстракт: Abstract ˗ This article explores the fundamental transformation of the educational paradigm within the context of postmodern didactics and digital transformation. The author deconstructs the traditional "linear transmission of knowledge" model, proposing a conceptual framework for foreign language teaching based on the synergy between cognitive constructivism and connectivism. Particular emphasis is placed on redefining pedagogical authority—a transition from the figure of the "instructor" to that of the facilitator and epistemological navigator. By analyzing the concepts of "rhizomatic structures," "symbolic power," and the "affective filter," the study justifies the necessity of developing metacognitive autonomy in learners. The pragmatic dimension of the model is illustrated through the original project "Digital Language Influencer," which demonstrates how language is transformed from an academic object into a tool for social action within a hyper-connected ecosystem. Библиография Издание
Пълен текст на публикацията | Autors: Veleva, R. P. Title: The role of the teacher in foreign language learning: from facilitator to navigator in the postmodern didactic ecosystem Keywords: postmodern didactics, foreign language teaching (FLT), digital transformation, connectivism, constructivism, AI in education, metacognitive autonomy, pedagogical facilitation. Abstract: Abstract ˗ This article explores the fundamental transformation of the educational paradigm within the context of postmodern didactics and digital transformation. The author deconstructs the traditional "linear transmission of knowledge" model, proposing a conceptual framework for foreign language teaching based on the synergy between cognitive constructivism and connectivism. Particular emphasis is placed on redefining pedagogical authority—a transition from the figure of the "instructor" to that of the facilitator and epistemological navigator. By analyzing the concepts of "rhizomatic structures," "symbolic power," and the "affective filter," the study justifies the necessity of developing metacognitive autonomy in learners. The pragmatic dimension of the model is illustrated through the original project "Digital Language Influencer," which demonstrates how language is transformed from an academic object into a tool for social action within a hyper-connected ecosystem. References Issue
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Вид: пленарен доклад в международен форум, публикация в реферирано издание, индексирана в национален референтен списък
