Language learning in digital contexts: hybrid pedagogy, critical digital literacy, and Albanian classroom practices
Language learning in digital contexts: hybrid pedagogy, critical digital literacy, and Albanian classroom practices

Summary/Abstract: The rapid expansion of digital learning environments has reshaped the landscape of language education, especially in the aftermath of the COVID-19 pandemic. This paper revisits over fifteen years of experience in teaching French through online, blended, and hybrid modalities, reflecting on the pedagogical questions raised by these transformations. Rather than proposing prescriptive solutions, the paper focuses on how teachers build digital judgment, navigate technological abundance, and support learners in developing critical digital literacy. The discussion is enriched with examples of collaborative tasks, multimodal content creation, and open-resource integration. Particular attention is given to the Albanian context, where the shift toward digitalisation has accelerated through national platforms, EU-funded initiatives, and institutional innovation, yet disparities in access and teacher training remain challenges. Drawing on recent research, the paper argues that meaningful language learning online requires not only tools but pedagogical intentionality, guided autonomy, and a culture of digital citizenship.

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