"This handbook draws together international perspectives on technology and its application to language teaching and learning, written and edited by leading scholars in the field. It meets the increasing demand for pedagogically-informed online language instruction, which is particularly important in the context of the Covid-19 pandemic. With contributions from Australia, Canada, Cyprus, Denmark, Finland, France, Greece, Ireland, Japan, Spain, Sweden, the Netherlands, the UK, the USA, the book offers a thorough overview of the main influential theories and explores technology tools, approaches to research, and applications to practice"--
This handbook draws together international perspectives on technology and its application to language teaching and learning, written and edited by leading scholars in the field. It meets the increasing demand for pedagogically-informed online language instruction, which is particularly important in the context of the effects that the Covid-19 pandemic has had on the education sector on a global scale, as well as exploring language learning in informal and non-formal contexts. With contributions from5 continents and over 20 countries, including Australia, Canada, Cyprus, Denmark, Finland, France, Greece, Ireland, Japan, Spain, Sweden, the Netherlands, the UK and the USA, the book offers a thorough overview of the main influential theories and explores technology tools, approaches to research, and applications to practice. Carefully curated, this is an innovative and exciting volume for students, teachers, researchers and lecturers in language education.
Recenzijas
In addition to my own scholarship in language learning and technology, I would recommend this book in my own research and teaching. It is a valuable foundation and backbone for any faculty member in language learning and particularly those who integrate technology. Whether you consider yourself a novice or expert, this resource is a must-have. * Lara Lomicka Anderson, Professor of French and Applied Linguistics, University of South Carolina, USA. * A comprehensive introduction to how technology is transforming language learning in the 21st century: it shows where weve come from, where we are and suggests where we are going. - Kate Borthwick, Professorial Fellow of Enterprise, University of Southampton, UK. This is an amazing collection of chapters on key issues from leading researchers in language learning and technology. The timely handbook has the most authoritative, updated accounts of the topics. It will be a must read for those who are interested in exploring the use of technology in language education. - Professor Xuesong Gao, School of Education, University of New South Wales, Australia.
Papildus informācija
Provides an overview of the history, methods, theory, practice and current debates in technology-enhanced language learning.
Introduction, Regine Hampel and Ursula Stickler (Open University, UK)
Part I: CALL through the Ages
1. The Formative Years through an early CALL Journal, Mike Levy (Queensland
University, Australia)
2. Technologies, Tools and Tutors, Phil Hubbard (Stanford University, USA)
3. Tutorial CALL Language Practice with the Computer, Mathias Schulze (San
Diego State University, USA)
4. Impact of the Pandemic on Language Education: Voices from across the
World, Aline Germain-Rutherford, Banafsheh Karamifar, Emerita Bańados,
Pauline Ernest, Sarah Heiser, Joe Hopkins, Tomį Klinka, Mohamad Rahimi,
Jackie Robbins and Klįra Ulicnį (Ottawa University, Canada; Universidad de
Concepción, Chile, Universitat Oberta de Catalunya, Spain; The Open
University, UK; Charles University, Czech Republic; Shiraz University, Iran)
Part II: Theories in CALL
5. Second Language Acquisition Theories and TELL, Carol Chapelle (Iowa State
University, USA)
6. Sociocultural Theory, Stefan Rathert (Kahramanmaras Sütēü Imam
University, Turkey) and Nese Cabaroglu (Ēukurova University,Turkey)
7. Multimodal Communication, Styliani Karatza (National and Kapodistrian
University of Athens, Greece) and Elisabetta Adami (University of Leeds, UK)
8. (Multi-)Literacies, Anastasia O. Tzirides, Mary Kalantzis, Bill Cope and
Vania Castro (University of Illinois, USA)
9. Ecological Perspectives on CALL, Regine Hampel (Open University, UK)
10. Motivation and Autonomy, Glenn Stockwell and Yijen Wang (Waseda
University, Japan)
11. Social Media and Intercultural Competence, Jonathon Reinhardt (University
of Arizona, USA)
Part III: Digital and Online Technologies Transforming Learning and
Teaching
12. Digital Screen Mediation in Language Teaching, Carla Meskill (University
of Albany, USA)
13. MOOCs for Language Learning, Elena Martin-Monje (UNED Madrid, Spain)
14. Machine Translation in Language Learning, Teaching and Assessment,
Karina von Lindeiner-Strįskż and Andrew Gargett (Open University, UK)
15. Data-Driven Language Learning, Alex Boulton (Université de Lorraine,
France) and Pascual Pérez-Paredes (Universidad de Murcia, Spain)
16. Augmented and Virtual Reality in CALL, Stella Hadjistassou and Maria
Iosifina Avgousti (University of Cyprus, Cyprus)
17. Maker Culture and Design, Sébastien Dubreil and Stephan Caspar (Carnegie
Mellon University, USA)
Part IV: Moving the Learner Online
18.Virtual Exchange as a Tool for Intercultural Communicative Competence
Development in Contemporary Foreign Language Education, Linda Gijsen, Silvia
Canto and Kristi Jauregi-Ondarra (Utrecht University, the Netherlands)
19. Social Presence in Multimodal Virtual Exchange and Online Teaching, Müge
Satar (Newcastle University, UK)
20.Translingual Online Identities, Emotionality and Pedagogy, Sender
Dovchin, Stephanie Dryden and Ana Tankosic (Curtin University, Australia)
21. A Hopeful Future for Mobile Language Learning, Agnes Kukulska-Hulme (Open
University, UK)
22. Critical CALL: Towards Social Justice and Equity in Language Education,
Liudmila Klimanova (University of Arizona, USA) and Kathryn Murphy-Judy
(Virginia Commonwealth University, USA)
Part V: Research Methodologies and Methods
23. Activity Theory and CALL, Franēoise Blin, Aparajita Dey-Plissonneau
(Dublin City University, Ireland) and Sagun Shrestha (Open University, UK)
24. A Translanguaging and Multimodal Approach to Video-Mediated Street
Language Learning, Maria Grazia Sindoni (University of Messina, Italy) and
Wing Yee Jenifer Ho (Hong Kong Polytechnic University, Hong Kong)
25. Reconceptualizing Negotiation of Meaning as Multimodal in Desktop and
Mobile Videoconferencing, Helen Lee (Open University, UK)
26. Doing N/Ethnography in the Nexus of Language Learning and Technology:
Trends and Looking Ahead, Sangeeta Bagga-Gupta (Jönköping University, Sweden)
and Sylvi Vigmo (Gothenburg University, Sweden)
27. Social Network Theory for Language Education Research, Martina Emke
(Fachhochschule Bielefeld, Germany) and Olivia Kelly (Open University, UK)
28. Participant-Focused Eyetracking in a Sociocultural Framework, Ursula
Stickler (Open University, UK) and Lijing Shi (London School of Economics,
UK)
Part VI: Teachers Needs and Initiatives
29. Hybridization in the K-12 Educational Context and CALL for a Digital and
Post-Pandemic Era, Martine Pellerin (University of Alberta, USA)
30. Digital Multimodal Pedagogy for Teacher Training, Mimi Li (Texas A&M
University-Commerce, USA) and Lianjiang Jiang (University of Hong Kong, Hong
Kong)
31. Tips for Teachers, All Authors
Conclusion, Regine Hampel and Ursula Stickler (Open University, UK)
Index
Regine Hampel is Professor of Open and Distance Language Learning at the Open University, UK.
Ursula Stickler is Senior Lecturer in German at the Open University, UK.
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