1. Reducing asymmetrical power relations in the language classroom Using technology as a strategy to empower learners in a foreign language EAP environment

3. Mix of French native speakers and native speakers of Mandarin

4. Limited class time

5. Inflexible curriculum with pre-chosen topics and activities

6. Focus on learner presentations and conversation classes

9. Awareness-raised around identifying goals, specifying objectives, identifying resources and strategies needed to achieve goals, and measuring progress

10. Willingness to grow individual learner awareness and develop learning strategies

11. Activities and tasks reduce classroom divide

12. Learners are able to question the role of input texts and tasks, trial alternative strategies, and seek feedback on their performanceSource : van Lier, L. (2001). Constraints and resources in classroom talk: Issues of equality and symmetry. In C. Candlin & N. Mercer (Eds.). English language teaching in its social context. London: Routledge. (pp. 90-107)

13. How could the power structure(s) move towards balance within the constraints? Many ways. Our focus is on…

15. Useful for the scenario as can be additional and complementary to the curriculum

18. Ability to create identities e.g. heteroglossia (Oxford, Massey, Anand. 2005:245)

19. Access to vast amounts of information (Casanave, 2004:213)

20. Providing learners with more input and output than in the traditional classroom enriching the quality and efficiency of learners work (Casanave, 2004:213)Sources : Casanave, C (2004) Controversies in second language writing (pp.211-223). Ann Arbor; University of Michigan Press. Oxford, R., Massey, R. & Anand, S. (2005). Transforming teacher-student relationships: Toward a more welcoming and diverse classroom discourse. In J. Frodensen & C. Holten (Eds.), The power of context in language teaching and learning (pp. 249-266). Heinle: Boston.

22. Politics associated with use of technology

23. Hardware and software distributed unequally among the world’s populations

24. Teachers and learners are often uncomfortable with the use of technology

25. Technology tends to have a global identitySource : Casanave, C (2004) Controversies in second language writing (pp.211-223). Ann Arbor; University of Michigan Press.