Kern's technology on language teaching and learning


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Kern's technology on language teaching and learning

  1. 1. Perspectives on Technology in Learning and Teaching LanguagesRichard Kern<br />Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40, 1, 183-210.<br />
  2. 2. The search for and study of applications of computers in language teaching and learning. (Levy, 1997) <br />Learners learning language in any context with, through, and around computer technologies. (Egbert, 2005)<br />STATUS OF CALL?<br />
  3. 3. Warschauer (1999) <br />Computers as an outside instrument rather than part of ecology of language use<br />Computers as an integral part of language learning and use<br /><ul><li>Integration of computer technology and education is still incomplete
  4. 4. “normalisation” as an end goal rather than current reality
  5. 5. Bax (2006)</li></li></ul><li>CALL equation: learners + language + context + tools + tasks +/– peers and teachers <br />Genaralize computers to “tool” status.<br />Egbert (2005) <br />
  6. 6. Chapelle (1997)<br />Interactionist approach to SLA to generate hypothesis<br />Discourse Analysis as the research method.<br />THEORETICAL GROUNDINGS<br />What kind of language does learner engage in during a CALL activity? <br />How good is the language experience in CALL for L2 learning?<br />
  7. 7. Egbert (2005)<br />Multiple theoretical perspectives.<br />Socio-cultural contexts of technology use expand.<br />Technologies diversify.<br />Goal, content and structure of CALL pedagogy evolve.<br />
  8. 8. O’Rourke (2005)<br />Computer-mediated environmets are not fixed ‘givens’.<br />They are negotiated, and subverted by their users.<br />Socio-cultural approach<br /><ul><li>Mohan & Luo
  9. 9. SFL approach
  10. 10. Analysis of field, tenor and mode
  11. 11. Register and genres in CMC environments</li></li></ul><li>Defining what counts as technology<br />Separating a technology from its particular uses.<br />The effects of other mediating factors: learners, settings, tasks, type of assessment.<br /> Zhao (2003)<br />EFFECTIVENESS of CALL<br />
  12. 12. Culturally neutral tools<br />Universally adaptable media<br />Global communication and global communities<br />CULTURAL EMBEDDEDNESS<br />Negroponte (1995) and Rheingold (1993)<br />
  13. 13. An invisible culture of efficiency in WebCT and other Internet-based communication platforms (Moodle) <br />Notion of Western style efficiency not appropriate tools for international groups of learners<br />It values speed, reach, openness, quick response, question/debate and informality in communication<br />Reeder et al (2004)<br />
  14. 14. Logic and navigational procedures of hypertext are not universally intuitive<br />Way of thinking that reflects cognitive constructs and connections that are particularly English. <br />Hawisher& Selfe (2000)<br /><ul><li>CMC as ‘computer-mediated colonialization’
  15. 15. CMC tecnologies impose Western values and practices on peoples
  16. 16. Ess (2005)</li></li></ul><li>
  17. 17.
  18. 18. Warschauer (1999)<br />
  19. 19.
  20. 20. IMPLICATIONS<br />
  21. 21. Not technology per se, but the ways in which it is used.<br />Still need to know how to use it to attain specific goals.<br />Need to ask what it means to use computers for learning and using a language.<br />Need to reflect on the social, cognitive, cultural, and educational implications. <br />Conclusions<br />