Teacher Education in CALL   

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Chapter 6. 
Theory and Practice in Teaching Project-Oriented CALL

Robert Debski, The University of Melbourne, Australia

The topic of introducing theory in CALL courses and achieving the right balance between theory and practice is important, especially for courses at the masters level, which in most disciplines focus on the synthesis of practice, theory, and research. The present chapter proposes that project-oriented learning goes a long way towards integrating theory and practice in the teaching of CALL in a way that is the most useful to CALL understood as a design science. It analyses an application of project learning in the Master of CALL program at The University of Melbourne, and demonstrates that this pedagogy offers learning opportunities unavailable in syllabus-driven courses, and has potential to introduce rationalization of practice in the context of meaningful projects. The chapter also argues that the emphasis on projects oriented to real-life audiences contributes to strengthening CALL in the home university and to building links with the language profession in and outside the university.

References available online

Mukahi, T. and Corbitt, G. 2004. “The influence of familiarity among group members and extraversion on verbal interaction in proximate GSS sessions”. Proceedings of the 37th Hawaii International Conference on System Sciences. Available at http://csdl2.computer.org/comp/proceedings/hicss/2004/2056/01/205610039a.pdf.

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Updated September 12, 2006