This document discusses computer-assisted language learning (CALL) and trends in its use. It summarizes discussions from an online forum about what is needed for CALL to become normalized in classrooms. Key points included that normalization requires appropriate technology resources, easy access to technology, teacher training, and support for integrating CALL into regular lessons. It also outlines shifting trends in CALL, from a classic focus on drills to a more integrated paradigm using customized resources and web 2.0 technologies.

1. Aplicaciones CALL en la clase de
inglés de primaria
Pascual Pérez-Paredes
Universidad de Murcia
http://www.um.es/dp-filologia-inglesa/paredes/

2. En esta sesión...
1. Computer Assisted Language Learning
(CALL) / ELAO en nuestra praxis:
cuestionario
2. ¿Qué piensan los profesionales sobre la
ELAO?
3. Tendencias en ELAO
4. Sesión práctica: exploración de recursos

3. 1.Computer Assisted Language Learning
(CALL) / ELAO en nuestra praxis:
cuestionario
Resultados de la encuesta

4. IATEFL Le arning Te c hno lo g ie s
S pe c ial Inte re s t Gro up - 2006
2. ¿Qué piensan los profesionales sobre la ELAO?
An analysis of the present state
of CALL and the direction it will
take in the future.
Starting point Bax (2003):
Bax, S. 2003. ‘CALL—past,
present and future’. System 31:
13–28.

5. Bax (2003) on normalization
. . . an integral part of every lesson, like a pen or a
book. Teachers and students will use them without
fear or inhibition, and equally without an
exaggerated respect for what they can do. They will
not be the centre of any lesson but they will play a
part in almost all. They will be completely integrated
into all other aspects of classroom life, alongside
coursebooks, teachers and notepads. They will
almost go unnoticed.
(Bax 2003: 23–4)

6. Bax (2003) on normalization
. . . an integral part of every lesson, like a pen or a
book. Teachers and students will use them without
fear or inhibition, and equally without an
exaggerated respect for what they can do. They will
not be the centre of any lesson but they will play a
part in almost all. They will be completely integrated
into all other aspects of classroom life, alongside
coursebooks, teachers and notepads. They will
almost go unnoticed.
(Bax 2003: 23–4)

7. The forum debate... (1)
 Normalization was generally accepted as the
future developmental stage of CALL
 The discussion clarified beyond doubt that for
the vast majority of the participants, their
current situation in relation to CALL, in their
countries or in their institutions, was still far
from normalization.

8. The forum debate... (2)
 Technological resources and infrastructure available to
participants ranged from those at the cutting edge, to
situations where tertiary education institutions had only one
computer in a couple of classrooms, and to schools which did
not yet have any technology in place.
 This insight of the present reality of CALL showed that some
countries and/or institutions were at the very beginning stages
of CALL, with some even being at an incubation stage,
planting the seeds for CALL by training future teachers so
that they will be able to implement it when their schools are
finally equipped with computers.

9. The forum debate... (3)
 There were colleagues who seemed to be
closer to normalization, sometimes as the
only pioneers in their institutions, and at
other times progressing on a par with their
colleagues under the policy and guidance of
their institution.

10. The forum debate... (4)
 It was not teachers who worked in well-
equipped schools and had ample access to
technology and technical support that were
closer to normalization.
 Indeed, it soon became evident that other
factors, such as enthusiasm and motivation
of teachers, seemed to have the capabilities
for a larger impact on promoting CALL
normalization than money and equipment
alone.

11. The forum debate... (5)
Normalization needs:
 Appropriate hardware: a necessary factor.
Lack of basic equipment such as computers
and printers can constrain development.
 Appropriate software: participants maintained
that there was a lack of classroom software
which agreed with current pedagogy. Most
existing software is directed towards self-
access and not for classroom use, thus placing
obstacles for progress towards normalization.

12. The forum debate... (6)
Normalization needs:
 Easy access to technology: many participants
mentioned hi-tech labs which were kept
under lock-and-key as the school’s precious
possession which might be damaged by
students or teachers. A key to normalization is
for teachers to have access to the technology
whenever they need it and, preferably, at all
times.

13. The forum debate... (7)
Normalization needs:
 ‘Top-down’ policy to use computers: success
stories were pointed out where the decision to
use computers in teaching came from the
management and was strictly adhered to. Even
though it is not a democratic procedure, it was
found to work as long as the administration
offered plenty of support to the teachers.

14. The forum debate... (8)
Normalization needs:
 An integration of the technology into the
syllabus: it is important for technology to be
integrated into the syllabus and not to be an
extra add-on which is used whenever ‘there is
time’. A process which schedules technology
into regular syllabus activities helps teachers
and students view and use technology as an
integral part of the lesson.

15. The forum debate... (9)
Normalization needs:
 Teacher training as regards technological
literacy: teachers should be trained so that
they are confident users of technology.
 Familiarization of technical support with EFL
methodology: a positive factor would be for
technical staff to be initiated into FL
methodology so as to improve co-operation
between teaching and technical staff.

16. The forum debate... (10)
Normalization needs:
 Provision of plentiful support to teachers:
technical and pedagogical support is
essential in order to save teachers’ time spent
on maintaining the equipment and help build
teachers’ confidence in their efforts to use
new technological applications.

17. The forum debate... (11)
Normalization needs:
 Personalization of technology: learners and
teachers should have free access to technology
and should have a sense of ownership towards
technology, feel comfortable, and at ease
with the tool. It was argued that perhaps for
this to be achieved teachers and students
should have their own computers.

18. The forum debate... (12)
Normalization needs:
 Involvement of teaching staff in decisions
about technology: this is important in that it
involves the teachers in the process of CALL
implementation and promotes the feeling of
ownership, which teachers should have about
technology.

19. The forum debate... (13)
Normalization needs:
 Technological developments: it was often felt
that normalization could not yet be achieved
because technology itself does not yet offer
the tools we require. It cannot, for example,
offer natural interaction/ conversation
sessions.

20. 3. Tendencias en ELAO (1)
 Enfoque clásico ELAO: software, drills, repetition.

21. 3. Tendencias en ELAO (2)

22. Tendencias en ELAO (3)
 Paradigma integrador: integration, customization,
local needs, web 2.0.

23. 4. Sesión práctica: exploración de
recursos