Egbert starts off with a discussion on the possible definitions of CALL and then goes on to make his own:
Situating CALL within established areas of language learning such as learning environments and TESOL and NETS standards is a good way to get people comfortable with the concept. I find Egbert's practical approach to CALL reassuring and summed up well with this quote:
"Books, for example were thought to damage memory. It is only natural that a tool as new, complicated, and powerful as the computer would cause an even bigger fuss. When teachers and learners have accepted computers as just another learning tool, as they have accepted the book, practitioners in the field will worry far less about how to define CALL."
Warschauer is interesting because of his specific approaches and more direct application of CALL in classrooms. His perspective is based on socio-cultural principles and, like Egbert, encourages CALL to be grounded in quality learning environments. Warschauer's lecture touched on some important topics that I find useful. One is the concept of using a foreign language as a tool to talk about local concepts and ideas that are important to the perspective of whoever might be using that tool. This concept forms a viewpoint of looking at English language teaching from a global perspective rather than a native perspective.
His points on computer assisted tutorials are also encouraging and are good examples of the numerous possible uses of CALL. Another good example was an application for reducing stress in discussion classes with the use of text-based chat programs used alongside oral discussion. I have tried something similar and had positive feedback from students and a lot of text interaction that carried over to oral interaction.
I feel that Egbert and Warschauer both set a good standard and have developed an easy to understand framework for utilizing CALL.
"I will define CALL with a set of practical guidelines to help teachers and learners understand and implement CALL in language classrooms."
"Books, for example were thought to damage memory. It is only natural that a tool as new, complicated, and powerful as the computer would cause an even bigger fuss. When teachers and learners have accepted computers as just another learning tool, as they have accepted the book, practitioners in the field will worry far less about how to define CALL."
Warschauer is interesting because of his specific approaches and more direct application of CALL in classrooms. His perspective is based on socio-cultural principles and, like Egbert, encourages CALL to be grounded in quality learning environments. Warschauer's lecture touched on some important topics that I find useful. One is the concept of using a foreign language as a tool to talk about local concepts and ideas that are important to the perspective of whoever might be using that tool. This concept forms a viewpoint of looking at English language teaching from a global perspective rather than a native perspective.
His points on computer assisted tutorials are also encouraging and are good examples of the numerous possible uses of CALL. Another good example was an application for reducing stress in discussion classes with the use of text-based chat programs used alongside oral discussion. I have tried something similar and had positive feedback from students and a lot of text interaction that carried over to oral interaction.
I feel that Egbert and Warschauer both set a good standard and have developed an easy to understand framework for utilizing CALL.
I too like how Egbert presents CALL by incorporating it into the frameworks that many of use on a daily basis (TESOL and ESL standards). My first perception of CALL was as a separate field, like the ISTE standards might indicate. However, the article changed my perception of CALL as a separate area to a powerful tool that is meant to support the field of language learning and teaching.
ReplyDeleteWarchasuer's comment on reducing stress makes me think of Stephen Krashen's idea of "affective filter" and how the students' anxiety level has a huge impact on the learning. Chatting is the baby steps to get students to participate wholly in class and peer discussion. I'm glad you had a positive experience with it. I might try to incorporate the blog discussions into my classroom as well to help the students build their background knowledge and be more comfortable sharing their thoughts with the entire class.
I loved the chat idea as well. I wonder if enough people have phones in the ESL class that I'm assisting with to make an adaptation of it possible with texting. I would never (well, hardly ever) think of trying something like that with younger students, but I think that an adult class could handle using their phones during class in this limited context. It might also have the positive carry-over that once people in the class had each other's numbers, they could call/text for other reasons. This might make them feel more comfortable with the group - and with speaking in the group - in general.
ReplyDeleteHas anyone tried something like this?
"One is the concept of using a foreign language as a tool to talk about local concepts and ideas that are important to the perspective of whoever might be using that tool. This concept forms a viewpoint of looking at English language teaching from a global perspective rather than a native perspective." -- I really like this idea, and I think it gives ownership and motivation to the students. Students need to feel that their target language is relevant and personal, and this allows them to do exactly that but with a global audience which is so appealing to younger language learners today.
ReplyDeleteDenise
Catherine and others,
ReplyDeleteI like the idea of using chatting for language teaching/learning, but there might be some issues of privacy if we have to use personal cells in the instruction.
However, it is definitely true that our teaching environments are moving from the internet based "e-learning" to smartphone based "m-learning".
Or just like we have Oncourse chatting function, I am sure learning management system (LMS), such as moodle can provide that kind of functions.