Your SlideShare is downloading. ×
0
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Kern's technology on language teaching and learning
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Kern's technology on language teaching and learning

1,194

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,194
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
22
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 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. 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. 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. “normalisation” as an end goal rather than current reality
  • 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. 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. 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. 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. SFL approach
  • 10. Analysis of field, tenor and mode
  • 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. Culturally neutral tools<br />Universally adaptable media<br />Global communication and global communities<br />CULTURAL EMBEDDEDNESS<br />Negroponte (1995) and Rheingold (1993)<br />
  • 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. 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. CMC tecnologies impose Western values and practices on peoples
  • 16. Ess (2005)</li></li></ul><li>
  • 17.
  • 18. Warschauer (1999)<br />
  • 19.
  • 20. IMPLICATIONS<br />
  • 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 />

×