Human interactions through technology are one of the most striking changes in the 21st century. Nowadays, these interactions have new characteristics due to the use of information and communication technologies. For instance, human networks are constantly being created or spread on a global level, through smart phones, internet and social networks. As such, the requirements for professional jobs in journalism and communication have evolved, mainly adapting to the rise of citizen journalists and the easy access to information as well as the spread of electronic press, at the expense of traditional practices in written and audiovisual press.
This paper considers that this new context has created a new working framework for journalists. Consequently, for those who are entrusted with the job of teaching and training new journalists, these changes represent a challenge that can no longer be tackled through traditional teaching/pedagogical methods. New teaching objectives and methods are needed. For instance, how do you teach a language to students of the Press and Media Studies Institute in Tunisia (IPSI)? This paper describes the interactive student-centered approach in the English and Arabic courses of the first cycle students at the Press and Media Studies Institute in Tunisia.
Relying on innovative methods that combine technology and human interaction, we cooperated for the creation of an efficient teaching method that improves the learning capacities of journalism students. In this post-modernism era, where all norms are to be reconsidered, we have to improve the ability of critical thinking. Inspired by Socrate maieutics as well as some innovative pedagogy researchers (Loarer, 1998 ; Altet, 1997 ; Develay, 1992 ; etc.), we do not see teaching as the transfer of knowledge, but as a stimulation of knowledge through thinking and minds’ interaction. Through open debates, reading sessions, outdoors activities as well as writing workshops and artistic performances, we do teach language in its wider concept. Based on cognitive approach, we do not consider language as a list of grammatical rules that can be easily found on any website, but as a way of thinking the world and representing it (Jisa, 2005 ; Canut, 1996). Instead of giving long grammar lessons, the student use these rules in very different situations. As the world is being more and more open, as teachers and students, we cannot be jailed anymore in the old pedagogical box.