Brave New Digital Classroom: Technology and Foreign Language Learning

✍ Scribed by Robert J. Blake

• Publisher: Georgetown University Press
• Year: 2008
• Tongue: English
• Leaves: 206
• Category: Library

✦ Synopsis

Brave New Digital Classroom deftly interweaves results of pedagogical research and descriptions of the most successful computer-assisted language learning (CALL) projects to explore how technology can best be employed in the foreign-language curriculum to assist the second language acquisition process.Directed to all language teachers -- whether at the school or the postsecondary level, with or without prior experience -- this book focuses on how to use new technologies effectively. Blake urges teachers to move beyond a simple functional competence of knowing how to use the tools toward first a critical competence -- realizing what the various tools are good for -- and ultimately a rhetorical competence of knowing how the tools will help transform the learning environment. This book examines the effective use of a range of technologies, from Internet sites through computer-mediated communication such as synchronous chatting and blogs, to distance learning. At the end of each chapter questions and activities demonstrate the interactionist, learner-centered pedagogy Blake espouses. An invaluable reference for experienced researchers and CALL developers as well as those of limited experience, Brave New Digital Classroom is also ideal for graduate-level courses on second language pedagogy. It will also be of interest to department chairs and administrators seeking to develop and evaluate their own CALL programs.

✦ Table of Contents

Cover Page......Page 1
Title Page......Page 4
ISBN 9781589012127......Page 5
Contents......Page 8
Illustrations......Page 10
Foreword......Page 12
Preface......Page 14
WHY TECHNOLOGY IN THE L2 CURRICULUM?......Page 18
FOUR MYTHS ABOUT TECHNOLOGY AND SLA......Page 25
AND BEYOND: SLA THEORIES AND TECHNOLOGY......Page 32
SLA THEORY, INTERACTIONS,AND THE COMPUTER......Page 37
DISCUSSION QUESTIONS AND ACTIVITIES......Page 39
NOTES......Page 40
THE WEB IN NON-ENGLISH LANGUAGES?......Page 42
INTERNET BASICS......Page 45
ENHANCING WEB INTERACTIVITY:ADVANCED TOOLS......Page 54
TOWARD A PEDAGOGY FOR WEB-BASED LANGUAGE LEARNING......Page 55
CONTENT-BASED INSTRUCTION (CBI) AND THE TEACHING OF GRAMMAR......Page 59
DISCUSSION QUESTIONS AND ACTIVITIES......Page 63
NOTES......Page 64
A HISTORY OF CALL......Page 66
CALL AND THE PROFESSION......Page 70
TUTORIAL CALL......Page 72
FEEDBACK, iCALL, AND AUTOMATIC SPEECH RECOGNITION (ASR)......Page 77
CALL EVALUATION......Page 81
DISCUSSION QUESTIONS AND ACTIVITIES......Page 84
NOTES......Page 85
BACKGROUND......Page 87
ASYNCHRONOUS CMC......Page 88
SYNCHRONOUS CMC (SCMC)......Page 92
(1) MAKING STUDENTS PRACTICE VIA THE ORAL CHANNEL......Page 100
(2) BREAKDOWN,NEGOTIATION, AND REPAIR......Page 101
(3) SELF-CORRECTION AS A RESULT OF FORCED OUTPUT......Page 102
(4) STUDENT-DIRECTED LEARNING AND ERROR CORRECTION......Page 103
(5) NOTICING THE GAP......Page 105
(6) EXPLICIT CORRECTION AND PRACTICE MAKES PERFECT......Page 106
(7) SWITCHING INTO “OVERDRIVE”—THE ORAL MODE......Page 107
INTERCULTURAL CMC: TELECOLLABORATIONS......Page 109
THE CULTURA PROJECT: INTERCULTURAL LEARNING AT ITS BEST......Page 111
CMC AND BEST PRACTICE......Page 114
DISCUSSION QUESTIONS AND ACTIVITIES......Page 116
NOTES......Page 118
BACKGROUND......Page 119
EVALUATION OF ONLINE LANGUAGE LEARNING......Page 126
ORAL PROFICIENCY AND E-LEARNING: THE CASE OF SPANISH WITHOUT WALLS......Page 132
IMPLEMENTING LANGUAGE INSTRUCTION AT A DISTANCE: LESSONS LEARNED......Page 141
DL LANGUAGE LEARNING: NOW AND FOR THE FUTURE......Page 142
DISCUSSION QUESTIONS AND ACTIVITIES......Page 145
NOTES......Page 146
COMMON THREADS......Page 147
AN EXEMPLAR OF GOOD PRACTICE: THE CULTURA PROJECT......Page 155
TOWARD A RHETORICALLY BASED DIGITAL CLASSROOM......Page 156
TEACHING PIGS HOW TO FLY: DEFINING THE LIMITS OF TECHNOLOGY......Page 159
DISCUSSION QUESTIONS AND ACTIVITIES......Page 161
NOTES......Page 162
Appendix to Chapter 5......Page 164
Glossary......Page 168
References......Page 172
Index......Page 190