Nejla Kalajdžisalihović

University of Sarajevo, BOSNIA AND HERZEGOVINA;

Larisa Kasumagić-Kafedžić

University of Sarajevo, BOSNIA AND HERZEGOVINA;

Amira Sadiković

University of Sarajevo, BOSNIA AND HERZEGOVINA;



Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal.  Volume 2022-2(8). LINGUISTIC CONTEXTS AND DIVERSITY IN EDUCATION, pp. 82-90



The paper discusses digital literacy, digital pedagogy and digital content creation as well as applications of new technologies in education. Reflections on the teaching practice and observations from language classrooms within the Akelius project implemented during 2021/2022 at the Department of English Language and Literature, University of Sarajevo—Faculty of Philosophy, are presented in the context of new challenges in language teaching and learning. In terms of linguistic and pedagogical competences of educators and learners, the paper addresses reading comprehension in relation to digitally-born materials that navigate the reader to successful completion of different tasks. As the materials are created by educators, creation and usage of digital content by means of visual, audio or written input that enables structuring incoming information is an important issue that needs more attention.  In this way, the importance of the very language of instruction or giving instructions is highlighted in both online and hybrid learning. As negotiation on meaning promotes the learner’s focus on various linguistic features in the discourse which may have caused miscomprehension or lack of communication, this paper is a further attempt to highlight the importance of digital competences of educators by presenting a model of “online-for-hybrid” teaching.

Keywords: digital literacy, digital pedagogy, digital content creation, interaction hypothesis, reading comprehension


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