This chapter aims to explore the teacher´s role in foreign language instruction (FLI) supported by information and communication technology (ICT). The recent research on the impact of ICT on the teacher´s role in FLI indicates changes in the role of the teacher. However, there has been little empirical evidence on the nature of this change in foreign language classes. To fill this research gap, a multiple-case study of three teachers and 78 students in three secondary school classes in Slovenia was conducted. This chapter presents an in-depth analysis of sections of semi-structured interviews and class observations exploring the five categories of change of the teacher role identified by Podgoršek. The findings confirm these categories in general, but they also show which sub-categories of change are hard to achieve in real school environment.
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Already in 2001, Wheeler claimed that the role of the teacher must change. He described the following four key reasons: some teaching resources would become obsolete, some forms of assessment would become redundant, it would not be sufficient for the teacher merely to transmit content knowledge, and the teacher should use new methods, such as problem solving (Wheeler, 2001, p. 13).
The literature review revealed different approaches to addressing the teacher roles in teaching different subjects. Even if not directly related to ICT-supported FL teaching, these approaches are valuable in the process of reflecting on the teacher’s roles. In the context of teaching Gaelic language through TELLE, Murchú (2005) connects the roles with typical activities. He defines designing, planning and organizing as key, i.e. the role of instructional designer. Five additional roles are that of trainer giving individual instruction, of collaborator when learning with or from colleagues and students, of team coordinator assigning students to project or portfolio teams, of enabling advisor or facilitator giving assistance, advice and suggestions to enable students’ autonomous learning, and that of mentoring and assessment specialist as a new role in which both the teacher and the students reflect on their performance. Murchú (2005) also observes that many teacher roles were inter-changeable with student roles.
In the context of task-based language teaching (TBLT), Willis (1996) differentiates between the roles of facilitator, course guide, language guide, adviser, chairperson, and monitor. Van den Branden (2016) approaches the teacher role in TBLT from three perspectives, the teacher as mediator of students´ language development, as a change agent in the innovation of second language education, and teacher as a researcher.