Brave New Digital Classroom: Technology and Foreign Language Learning

Brave New Digital Classroom: Technology and Foreign Language Learning

Brave New Digital Classroom: Technology and Foreign Language Learning

Brave New Digital Classroom: Technology and Foreign Language Learning

Excerpt

No language instructor, professor, applied linguist, graduate student, or department chair would deny the importance of using new technologies to enhance the learning environment—and the subject area of foreign languages is no exception. But the rapidly changing parameters of the technological field have made the first-time entry into using technology in service of the foreign-language (FL) curriculum a daunting, if not forbidding, task for many. My intent here is to explain the use of technology for language learning in a straightforward manner by maintaining a dogged focus on the pedagogy, whenever possible, rather than by concentrating on the dizzying array of tools and gadgets that assist us in this endeavor. Accordingly, this book is directed not only to all language teachers—whether from the elementary and secondary schools or the postsecondary level—who consider themselves technological neophytes or troglodytes but still wish to plunge in and plug in but also to experienced computer-assisted language learning (CALL) practitioners who continue to evolve their CALL pedagogy so as to take maximum advantage of these new technologies. Chairs and administrators should also find ample food for thought with respect to revamping the FL curriculum and evaluating those colleagues who work in the CALL field.

I do not advocate the use of new technologies as a mere replacement for equivalent functions that can be done well with more recognizable tools such as pencil and paper or chalk and board. Rather, as the title indicates, I envisage a radical change in language teaching to occur not solely because technology is involved but as the result of teachers' rethinking what they do as they begin to incorporate new technologies into the syllabi along with their respective affordances. Clearly, I am tipping my hat to Jim Cummins's Brave New Schools: Challenging Cultural Illiteracy through Global Learning Networks (Cummins and Sayers 1995), which has led the way for so many teaching reforms in the English as a second language (ESL) and second language acquisition (SLA) fields.

Author Advanced search

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.