This manuscript aims to provide an overview of all the core elements for creating, using, and sharing quality multilingual and interactive OERs for Language Education. With this in mind, the creation and use of OER is a current educational practice for educators around the world. Thus, the research and educational material must be open to everyone interested, including students, adult learners, teachers, professionals, managers, and policymakers. The Open Educational Resources (OER) movement is overgrowing over the last 15 years, as many institutions adopt the idea of openness and universal access to educational content. This indicates that RT provides potential for student-centring by affording classroom interaction based on student responses, where the rigidity of the teacher’s pre-planned lecture or question structures is replaced by a teaching agility which accommodates student production. in Am J Phys 74(1):31–39, 2006a, in Audience response systems in higher education: Applications and cases, IGI Global, 96–115, 2006b), but significantly diverge from this and other models for RT in the coherence of its procedure, and the integration of generative, active learning for the student and agile teaching to guide the progress of language learning. The approach was found to resemble question-driven instruction (Beatty et al. Qualitative data from the two phase (exploratory and intervention) case study identified and tested discursive lecturing as a dialogical approach to language teaching, where class communication is aided by RT. This study aimed to identify one such approach in upper-secondary education language teaching with response technology (RT), and situate it within the existing field of research on applied RT. The introduction of digital tools in response to instructional needs require the development of accompanying teaching approaches guiding their application. This project has received funding from the European Union’s Erasmus Plus programme, grant agreement 2018-1-NO01-KA203-038837. The language teacher training experience and research summarized in this guide were undertaken in the frame of the project: Digital Competences for Language Teachers (DC4LT ). Part C incorporates a collection of 15 teacher training modules, fully described and available as OERs. Part B includes a framework model for teacher training developed based on the experience from two series of webinars. Part A presents an overview of training methodologies for language learning in face-to-face, online, and blended formats. This trainer guide is composed of three parts. The training events provide opportunities for peer-to-peer interaction and involve a series of workshops and teaching experiences in which practical proposals are demonstrated, as well as new technological and methodological developments in the field of second/foreign language. The current guide is the capstone of a series of training events that involve presentations on the latest trends, new ideas and innovative teaching techniques. The guide can also be useful for language teachers who wish to develop their digital competence and better employ digital technologies in their teaching practice. This guide is developed primarily for teacher trainers who work in language education. The recommendations included in the guide are derived from research and experience of developing and organizing a series of training events for language teachers by the authors of the guide. This guide provides practical instructions and advice on how to organize digital competence training for language teachers.
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