Biting the Hand that Feeds Me

The Case for e-Language Learning and Teaching

Authors

  • George M. Chinnery

DOI:

https://doi.org/10.1558/cj.v25i3.471-481

Keywords:

E-Language Learning, E-Language Teaching, CALL, Technology-enhanced Language Learning (TELL)

Abstract

Previous attempts to typify the field of computer-assisted language learning (CALL) have focused explicitly on technology or on trends in language pedagogy. This article offers a practical reexamination of CALL's development, as well as its moniker, and its fundamental best practices. The expression, CALL, is deemed inadequate to describe our field, for reasons including overemphasis on computers and underemphasis on the role of the instructor. E-language learning and teaching is proposed as a preferred term, one that more clearly describes our field and is therefore more likely to be understood and widely accepted by language educators, educators-at-large, and language learners. Best practices in e-language learning and teaching are described as those which are productive, informative, collaborative, communicative, and aggregative.

References

Baron, D. (1999). From pencils to pixels: The stages of literacy technology. In G. Hawisher & C. Selfe (Eds.), Passions, pedagogies, and 21st century technologies (pp. 15-33). Logan, UT: Utah State University Press.

Bax, S. (2003). CALL—Past, present and future. System, 31(1), 13-28.

Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 455-464.

Beauvois, M. H. (1994). E-talk: Attitudes and motivation in computer-assisted classroom discussion. Computers and the Humanities, 28(2), 177-190.

Beauvois, M. H. (1998). Conversations in slow motion: Computer mediated communication in the foreign language classroom. Canadian Modern Language Review, 54(2), 198-217.

Berry, R. (2000). “You-ser” friendly metalanguage: What effect does it have on learners of English? International Review of Applied Linguistics in Language Teaching, 38(3/4), 195-211.

Bizzell, P. (1992). Academic discourse and critical consciousness. Pittsburgh and London: University of Pittsburgh Press.

Brown, J. S., & Duguid, P. (2000). The social life of information. Boston: Harvard Business School Press.

Castells, M. (2000). The rise of the network society (2nd ed.). Oxford; Malden, MA: Blackwell Publishers.

Chinnery, G. M. (2006). Going to the MALL: Mobile-assisted language learning. Language Learning & Technology, 10(1), 9-16. Retrieved February 25, 2007, from http://llt.msu.edu/vol10num1/emerging

Crossman, W. (2004). VIVO [Voice-In/Voice-Out]: The coming age of talking computers. Oakland, CA: Regent Press.

Cziko, G. (2007). Autonomous technology-assisted language learning. Retrieved October 16, 2007, from http://en.wikibooks.org/wiki/ATALL

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.

Dörnyei, Z., & Csizér, N. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(2), 203-229.

Egbert, J., Chao, C., & Hanson-Smith, E. (1999). Computer-enhanced language learning environments: An overview. In J. Egbert & E. Hanson-Smith (Eds.), CALL Environments: Research, practice, and critical issues (pp. 1-13). Alexandria, VA: Teachers of English to Speakers of Other Language, Inc.

Ferdig, R. E., & Trammell, K. D. (2004). Content delivery in the “Blogosphere.” THE Journal, 31(7). Retrieved October 19, 2007, from http://thejournal.com/articles/16626

Friedman, T. L. (2006). The world is flat [updated and expanded]: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.

Gee, J. P. (1989). Literacy, discourse, and linguistics: Introduction. Journal of Education, 171(1), 5-25.

Gelatt, H. B. (1993). Future sense: Creating the future. The Futurist, 27(5), 9-13.

Giles, J. (2005). Internet encyclopedias go head to head. Nature, 438(7070), 900-901.

Hargittai, E. (2002). Second level digital divide: Differences in people’s online skills. First Monday, 7(4). Retrieved October 19, 2007, from http://www.firstmonday.org/issues/issue7_4/hargittai

Harris, S. (1994). Entitled to what? Control and autonomy in school. International Studies in Sociology of Education, 4(1), 57-76.

Hawisher, G. E., & Selfe, C. (2000). Global literacies and the world-wide web. London: Routledge.

Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.

Inman, P. (1990). The teacher’s toolbox. Guidelines: A Periodical for Classroom Language Teachers, 12(1), 54-60.

Krashen, S. D. (1987). Principles and practice in second language acquisition (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall International.

Kress, G. (2003). Literacy in the new media age. London: Routledge.

Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.

Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56(3), 390-420.

Lemke, J. L. (1998). Metamedia literacy: Transforming meanings and media. In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D. Kieffer, (Eds.), Literacy for the 21st century: Technological transformation in a post-typographic world (pp. 283-302). Mahwah, NJ: Lawrence Erlbaum Associates.

Lemke, J. L. (2006). Towards critical multimedia literacy: Technology, research, and politics In M. McKenna, D. Reinking, L. Labbo, & R. Kieffer (Eds.), International handbook of literacy and technology (2nd ed., pp. 3-14). Mahwah, NJ: Lawrence Erlbaum Associates.

Levy, M. J. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Clarendon Press; New York: Oxford University Press.

Levy, M. J., & Hubbard, P. (2005). Why call CALL ‘‘CALL’’? CALL Journal, 18(3), 143-149.

Levy, M. J., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer assisted language learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Long, M. H. (1981). Input, interaction and second language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition (pp. 259-278). New York: Annals of the New York Academy of Science.

Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics 4(2), 126-141.

Lotherington, H. (2004). Emergent metaliteracies: What the Xbox has to offer the EQAO. Linguistics and Education, 14(3-4), 305-319.

McKenzie, J. (1997). In defense of textbooks, lectures and other aging technologies. From Now On, 6(8). Retrieved October 19, 2007, from http://fno.org/may97/defense.html

Merriam-Webster’s collegiate dictionary (11th ed.). (2004). Springfield, MA: Merriam-Webster.

Mitchell, W. J. T. (2002). Showing seeing: A critique of visual culture. Journal of Visual Culture, 1(2), 165-181.

Mitchell, W. J. T. (2005). There are no visual media. Journal of Visual Culture, 4(2), 257-266.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.

Nielsen, J. (2007, February 26). Life-long computer skills. Jakob Nielsen’s Alertbox. Retrieved October 17, 2007, from http://www.useit.com/alertbox/computer-skills.html

Norman, D. A. (1998). The invisible computer: Why good products can fail, the personal computer is so complex, and information appliances are the solution. Cambridge: MIT Press.

Ong, W. J. (2002). Orality and literacy: The technologizing of the word (2nd ed.). London; New York: Routledge.

Ramanathan V. (2002). The politics of TESOL education: Writing, knowledge, critical pedagogy. London: Routledge Falmer.

Rheingold, H. (2002). Smart mobs: The next social revolution. Cambridge, MA: Perseus Publishing.

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.

Russell, T. L. (1999). The no significant difference phenomenon (5th ed.). Raleigh, NC: North Carolina State University Office of Instructional Telecommunications.

Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85(1), 39-56.

Shepherd, M., & Watters, C. (1998, January). The evolution of cybergenres. Proceedings of the 31st Annual Hawaii International Conference on System Sciences (Hawaii), 2(6-9), 97-109.

Shneiderman, B. (1998). Relate-create-donate: A teaching/learning philosophy for the cybergeneration. Computers & Education, 31(1), 25-39.

Shneiderman, B. (2002). Leonardo’s laptop: Human needs and the new computing technologies. Cambridge: MIT Press.

Stross, R. (2006, July 30). All the internet’s a stage. Why don’t C.E.O.’s use it? New York Times. Retrieved October 19, 2007, from http://www.nytimes.com

Sulla, N. (1999, February) Technology: To use or infuse. The Technology Source. Retrieved September 8, 2007, from http://technologysource.org

Swaffar, J. (1998). Networked language learning: Introduction. In J. Swaffar, S. Romano, P. Markley, & K. Arens (Eds.), Language learning online: Theory and practice in the ESL and L2 computer classroom (pp. 1-15). Austin, TX: The Daedalus Group.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-256). New York: Newbury House.

Swales, J. (1990). Genre analysis. Cambridge: Cambridge University Press.

Taylor, R., & Gitsaki, C. (2004). Teaching WELL and loving IT. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for the second/foreign language classroom (pp.129-145). Mahwah, NJ: Lawrence Erlbaum Associates.

Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, internet mediated expression, and language education. CALICO Journal, 22(3), 371-397.

Varonis, E., & Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6(1), 71-90.

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge: Harvard University Press.

Warschauer M. (1996). Computer assisted language learning: An introduction. In S. Fotos (Ed.) Multimedia language teaching (pp. 3-20). Tokyo: Logos International.

Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates.

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(1), 57-71.

Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. New York: Cambridge University Press.

Downloads

Published

2013-01-14

Issue

Section

Articles

How to Cite

Chinnery, G. M. (2013). Biting the Hand that Feeds Me: The Case for e-Language Learning and Teaching. CALICO Journal, 25(3), 471-481. https://doi.org/10.1558/cj.v25i3.471-481

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>