Stanford

LINGUISTICS DEPARTMENT - STANFORD UNIVERSITY

An Invitation to CALL

Foundations of Computer-Assisted Language Learning

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An Invitation to CALL

Unit 5: Environments, Tools, Materials, and Activities

OVERVIEW    

This unit looks at four dimensions of CALL: the environments in which it is used, the digital tools, the materials available (especially on the Web), and the types of activities. Many of the points here have already been touched on in previous units but we revisit them and explore them in greater depth here. This unit is primarily about exploring, so follow up on links that look interesting.

ENVIRONMENTS

Goal 2, Standard 1 of the TESOL Technologies Standards for Teachers states "Language teachers identify and evaluate technological resources and environments for suitability to their teaching context." Similarly, Goal 1, Standard 2  refers to teachers' knowledge of "a wide range" of technology options and especially their ability to use those options "in a given setting." Indeed, environments determine to a large degree what a teacher or learner can and can't do with technology. This section will discuss different environments for users (both teachers and learners) and how those environments impact the nature of interaction and learning.

The importance of this topic was captured in the volume CALL Environments (2nd edition) edited by J. Egbert & E. Hanson-Smith (TESOL).

One particular environment worth discussing is the World Wide Web itself (now increasingly written in lowercase as "the web" as it has become so common). We begin by looking at some disadvantages of the web that can lead to frustration on the part of both teachers and learners before continuing on to advantages.

DISADVANTAGES OF THE WEB

Because of the hype surrounding it for language learning, it is useful to begin with some of the disadvantages of the Web over alternatives

 ADVANTAGES OF THE WEB

Despite the disadvantages, there are many good reasons for using the Web for certain language learning activities. 

TOOLS

Note: there are many more tools for collaboration and learner production on the web...

MATERIALS.

Authentic Language Materials. There are many, many options for this--here are just a few (some have been discussed previously).

Dedicated Language Materials & Exercises

Collecting, Tagging, and Curating Materials

There is a growing need to provide students with more direction in terms of selecting content at an appropriate language level for learners, especially authentic materials. Some of this may be automated, for example, using the reading level function in Google advanced search (http://www.google.com/advanced_search) or the captioning function in advanced video search (http://video.google.com/videoadvancedsearch). Collaboratively produced collections include those at http://www.openculture.com, http://iteslj.org and http://www.diigo.com/user/call_is_vsl.  Curating, in the sense used here, involves collection and interpretation of stable online content by human experts, much as a museum director organizes and interprets the collected artifacts in museum exhibits, which goes beyond simple linking and tagging. This is an underdeveloped area.

ACTIVITIES

Lesson Plans & Projects

Other Resources

The key to using online resources is to be prepared. Know what the objective of your lesson is and try to make sure students are trained in what they need to know to accomplish that objective. Try to build some flexibility into the assignment or activity so that if something isn't working as expected the task can still go on. 

Here are a few tasks to help you connect the material here to your language teaching: 

  1. The Web can be a resource for both classroom and online lessons: take a look at two or three of the lesson plans on the Web (Use Google (www.google.com) to find "ESL lesson plans" if none of the sites above has what you're looking for). Do you think they represent activities that are consistent with your language teaching approach? Is there anything obvious you could do to improve them? 
  2. Meaning technologies like Babylon (www.babylon.com) and online scripts for audio and video can hinder as well as help, since they can interfere with normal language processing. What are some ways to use them positively and to train learners in their use?
  3. Try three or four of the sites listed above that you haven't visited before. Note ways you might use them in current or future classes.
  4. Increasingly, the term "Web 2.0" is appearing on the Web and elsewhere. What is Web 2.0? There are examples of it here, such as www.youtube.com  If you don't know what it is, go to a manifestation of it at www.wikipedia.org and look up the term. How do you think Web 2.0 is changing language teaching? What about Web 3.0?

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Last modified: March 23, 2014 by Phil Hubbard