and Stephen Bax (Bedfordshire University).
Aisha would like to thank the School of Education at the University of Leeds, and colleagues Penelope Robinson, Alice Deignan, Sue Pearson, and Gary Chambers for their support. I would also like to thank John Threlfall for his part in our work on assessment. Thank you also to Kalyan Chattopadhayay for his encouragement, and to Gilli, Lillian, Gemma, and Nick – you know why! Particular thanks to my family, especially to my husband, Keith, for being there.
LIST OF ACRONYMS
INTRODUCTION
The last few decades have seen an exponential growth in the use of technology for language learning and teaching purposes. Students use technology in their daily lives outside the classroom; educational institutions feel the pressure to invest in technology if and when they can afford it. Whilst some teachers feel immediately comfortable with using technology, others feel anxious about their ability to use it effectively in order to help their students learn, and advice about the use of technology for pedagogical purposes tends to focus either on the technical aspects of how to use particular software, or to describe interesting classroom activities. To us at least, there seems to be a dearth of reflection on how particular uses of technology relate to theories and practices of language learning, how they change contexts for learning, and how they affect language use.
This book attempts to bring together theory and practice with regard to using technology in the teaching of languages, particularly English. We feel that, all too often, books about technology focus on the practical aspects of what you can do with particular tools, yet the technology is transient and the specific resources available today will be outdated tomorrow. However, if teachers have an understanding of the theoretical underpinnings and issues involved in using technology with learners, any new use of technology which appears on the horizon can be integrated into teaching and learning in a principled way. In this book, we aim to provide reflection on the relationship between various uses of technology and theories of language learning. We recognize, however, that many readers may be less familiar with current technology than they would like, consequently each chapter contains practical tasks to illustrate different uses of technology and to help readers to become familiar with some currently useful tools. These reflective practitioner tasks often direct the reader to software and websites, the full references for which can be found on the website that accompanies this book, located at www.oup.com/elt/teacher/tell. At the end of each chapter there are suggestions for further reading.
Overall, we have chosen to focus on language skills, and include considerations of syntax and lexis within our discussion of those skills. We recognize the importance of focusing on grammar and vocabulary in language teaching and also that there are technological tools that can be extremely useful, for example corpus and concordancing tools like the British National Corpus (http://www.natcorp.ox.ac.uk/). Such tools search extremely large databases of language and can be used by learners to understand how lexical items occur in natural language contexts. However, we believe that technology radically changes the nature of the language skills (speaking, listening, reading, and writing) which learners use and need, so we have decided to emphasize this area in particular. For example, reading on screen is not the same as reading paper texts, and we now have a huge range of different screens for reading, from ‘traditional’ computers to mobile phones, e-ink readers, and tablets. In addition, digital texts differ greatly from paper texts. Paper text is static and consists of words with occasional images, whereas digital texts are multimodal, fluid, and combine words with images, video, and sound. There is an interaction and overlap between the different aspects of multimodal texts and this has implications for how learners read and make sense of digital documents.
Chapter 1 presents an overview of the theories that underpin learning and language learning with technology. We consider issues such as the role of technology in the process of learning and situate technology enhanced language learning (TELL) in its historical context. We conclude this chapter with a new model that moves from computer assisted language learning (CALL) to TELL.
In Chapter 2, we move on to consider how technology provides new environments for language use and how this changes both the ways in which we communicate with each other and the language that we use. We also discuss some of the challenges that technologically-based language change poses for teachers, such as the conundrum about whether ‘txt spk’ should be considered as inaccurate use of language, or whether these words, abbreviations, and ‘emoticons’ are legitimate new linguistic forms that should be included in the language curriculum.
Chapter 3 covers speaking and listening skills. We look at the ways in which technology can provide opportunities for learners to practice oral language and how sometimes that practice may be in written form using text chat. We also consider the range of listening and speaking materials and tools available to learners and how these can be exploited effectively. However, digital tools are not only about taking and using what already exists; amongst the most powerful aspects of technology is the possibility for learners to create materials and practise speaking and listening in virtual spaces.
Chapter 4 is about reading. In addition to differences between traditional and digital text, we consider the problems facing learners when learning to read in a new language and the ways in which technological tools can be used to support them to develop the skills they need.
In Chapter 5, we move on to writing. In addition to asking how technology affects the processes and contexts of writing, we consider different approaches to teaching L2 writing (genre, product, process). We also explore some of the tools that can support writing and the ways in which learners can use technology to publish their written work to new audiences.
In Chapter 6, we consider multimodality, especially the use of visual materials for language learning and teaching. We discuss the role of images in multimodal texts and examine how visual materials can be used to support language learning; for example, Figure 0.1 shows a ‘word cloud’ from Chapter 6 made with a tool called Wordle. The image provides an instant overview of the chapter content in a way that an abstract or summary consisting solely of words cannot do, and makes connections between words which go beyond the linear.
Chapter 7 focuses on study skills and EAP. Digital technologies have had considerable impact on the way that students are expected to work, particularly in higher education, where they need to find materials on virtual learning environments (VLEs), prepare and deliver presentations, submit assignments online, and work collaboratively using tools such as wikis. We also consider issues that students face such as managing their reading and referencing, evaluating information sources, or avoiding plagiarism, and look at some tools that may be helpful.
In Chapter 8, we consider young learners, particularly primary school children. Young learners are often described as ‘digital natives’ (an assumption that we discuss in Chapter 2) and in this chapter we examine the role of technology in the lives and education of children and in the school curriculum. We also consider the role
