Teacher Education in CALL

Editors
Philip Hubbard | Stanford University
Mike Levy | Griffith University
HardboundAvailable
ISBN 9789027219671 | EUR 115.00 | USD 173.00
 
PaperbackAvailable
ISBN 9789027219688 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027293329 | EUR 115.00/36.00*
| USD 173.00/54.00*
 
Google Play logo
This volume addresses the need for a more considered and systematic approach to teacher education and training in Computer-Assisted Language Learning (CALL), in all its forms: Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning and so on. The 20 chapters of the book are divided into five parts: (1) foundations of teacher education in CALL; (2) CALL degree programs; (3) CALL pre-service courses; (4) CALL in-service projects, courses, and workshops; (5) alternatives to formal CALL training. The chapters cover a broad range of levels, environments, countries, and languages. Rather than simply offering inspired speculation, the chapters provide practical information to readers, reporting on what has actually been done in a wide variety of teacher education programs and courses around the world. In many cases, the chapters describe how programs and courses have evolved, and include either qualitative or quantitative research, or both, to inform the structure of CALL courses, tasks and activities.
[Language Learning & Language Teaching, 14] 2006.  xii, 354 pp.
Publishing status: Available
Table of Contents
“This book is recommended for anyone teaching technology to teachers, as well as for those who take on this role informally when supporting colleagues. It contains many ideas and practical experiences, both successes and failures, which teacher educators can learn from.”
Cited by

Cited by 105 other publications

Abdel Latif, Muhammad M. M.
2021. The research‐teaching nexus in a graduate CALL course: An action research study. Journal of Computer Assisted Learning 37:1  pp. 69 ff. DOI logo
Abdel Latif, Muhammad M. M.
2021. Corpus literacy instruction in language teacher education: Investigating Arab EFL student teachers’ immediate beliefs and long-term practices. ReCALL 33:1  pp. 34 ff. DOI logo
Abraham, Mihireteab, Zeleke Arficho, Tesfaye Habtemariam & Ehsan Namaziandost
2022. Effects of Training in ICT-Assisted English Language Teaching on Secondary School English Language Teachers’ Knowledge, Skills, and Practice of Using ICT Tools for Teaching English. Education Research International 2022  pp. 1 ff. DOI logo
Adnan, Müge
2018. Professional development in the transition to online teaching: The voice of entrant online instructors. ReCALL 30:1  pp. 88 ff. DOI logo
Ahmed, Anwar
2022. Conclusion: Toward a Critical Hermeneutics of Technology for Language Teacher Education. In Exploring Silences in the Field of Computer Assisted Language Learning,  pp. 105 ff. DOI logo
Al-Awidi, Hamed Mubarak & Sadiq Abdulwahed Ismail
2014. Teachers’ Perceptions of the Use of Computer Assisted Language Learning to Develop Children’s Reading Skills in English as a Second Language in the United Arab Emirates. Early Childhood Education Journal 42:1  pp. 29 ff. DOI logo
Aljohani, Nouf
2022. Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities. Education for Information 38:1  pp. 37 ff. DOI logo
Arancón, Pilar Rodríguez, Elena Bárcena & Jorge Arús
2012. A Novel Approach for the Development of Communicative Competence in English in a Blended Learning Context. Journal of Language Teaching and Research 3:2 DOI logo
Baptista, Janara Barbosa
2014. Reflexões de professores de inglês em formação inicial sobre o uso de novas tecnologias. Revista Brasileira de Linguística Aplicada 14:3  pp. 533 ff. DOI logo
Bax, Stephen
2011. Normalisation Revisited. International Journal of Computer-Assisted Language Learning and Teaching 1:2  pp. 1 ff. DOI logo
Bax, Stephen
2013. Normalisation Revisited. In Explorations of Language Teaching and Learning with Computational Assistance,  pp. 35 ff. DOI logo
Berrett, Bryan
2012. Using Computer-Assisted Language Learning in an American Sign Language course. Innovation in Language Learning and Teaching 6:1  pp. 29 ff. DOI logo
Blake, Robert J.
2007. NEW TRENDS IN USING TECHNOLOGY IN THE LANGUAGE CURRICULUM. Annual Review of Applied Linguistics 27 DOI logo
BLAKE, ROBERT J.
2009. The Use of Technology for Second Language Distance Learning. The Modern Language Journal 93:s1  pp. 822 ff. DOI logo
Bueno-Alastuey, M.C. & M. Kleban
2016. Matching linguistic and pedagogical objectives in a telecollaboration project: a case study. Computer Assisted Language Learning 29:1  pp. 148 ff. DOI logo
Chang, Kyungsuk & Shelagh Rixon
2015. Bringing Information and Reflection Together: A Distance Mentoring and Teacher Development Experience in South Korea. In Experiences of Second Language Teacher Education,  pp. 226 ff. DOI logo
Chapelle, Carol A.
2008. Computer Assisted Language Learning. In The Handbook of Educational Linguistics,  pp. 585 ff. DOI logo
Chylinski, Renata & Ria Hanewald
2011. Creating Supportive Environments for CALL Teacher Autonomy. In Instructional Design,  pp. 840 ff. DOI logo
Cimermanova, Ivana
2017. Computer-Assisted Learning in Slovakia. In Multiculturalism and Technology-Enhanced Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 252 ff. DOI logo
COBB, THOMAS
2012. Technology and Language: Overview. In The Encyclopedia of Applied Linguistics, DOI logo
Compton, Lily K.L.
2009. Preparing language teachers to teach language online: a look at skills, roles, and responsibilities. Computer Assisted Language Learning 22:1  pp. 73 ff. DOI logo
Cunningham, D. Joseph
2021. Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic. Íkala 26:3  pp. 749 ff. DOI logo
Cutrim Schmid, Euline
2011. Video-stimulated reflection as a professional development tool in interactive whiteboard research. ReCALL 23:3  pp. 252 ff. DOI logo
Schmid, Euline Cutrim
2009. The Pedagogical Potential of Interactive Whiteboards 2.0. In Handbook of Research on Web 2.0 and Second Language Learning,  pp. 491 ff. DOI logo
Cutrim Schmid, Euline & Volker Hegelheimer
2014. Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology. ReCALL 26:3  pp. 315 ff. DOI logo
Dooly, Melinda & Randall Sadler
2020. “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL 32:1  pp. 4 ff. DOI logo
Ebrahimi, Alice & S. Susan Marandi
2015. Individual Differences among Student Teachers in Taking an Online Corpus Linguistics Course. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 71 ff. DOI logo
Egbert, Joy, Omran Akasha, Leslie Huff & HyunGyung Lee
2011. Moving Forward. International Journal of Computer-Assisted Language Learning and Teaching 1:1  pp. 1 ff. DOI logo
Egbert, Joy, Omran Akasha, Leslie Huff & HyunGyung Lee
2013. Moving Forward. In Explorations of Language Teaching and Learning with Computational Assistance,  pp. 1 ff. DOI logo
Egbert, Joy L, Seyed Abdollah Shahrokni, Xue Zhang, Intissar Ahmed Yahia, Nataliia Borysenko, Adnan F. Saad Mohamed, David Herman, Sonia Lopez-Lopez, Chioma Ezeh & Faraj Aljarih
2018. Planning for Future Inquiry. International Journal of Computer-Assisted Language Learning and Teaching 8:2  pp. 39 ff. DOI logo
Egbert, Joy L, Seyed Abdollah Shahrokni, Xue Zhang, Intissar Ahmed Yahia, Nataliia Borysenko, Adnan F. Saad Mohamed, David Herman, Sonia Lopez-Lopez, Chioma Ezeh & Faraj Aljarih
2020. Planning for Future Inquiry. In Language Learning and Literacy,  pp. 1 ff. DOI logo
Esfandiari, Rajab & Hussein Meihami
2023. Iranian EFL Teachers’ Challenges and Solutions in Using Computer-Assisted Assessment: Exploring EFL Teachers’ Experiential Evidence. In Handbook of CALL Teacher Education and Professional Development,  pp. 313 ff. DOI logo
Fatmi, Hicham & Ahmed Chouari
2019. A Model for Professional Development in Technology Integration. In Technology-Assisted ESL Acquisition and Development for Nontraditional Learners [Advances in Educational Technologies and Instructional Design, ],  pp. 211 ff. DOI logo
Fominykh, Mikhail, Elizaveta Shikhova, Maria Victoria Soule, Maria Perifanou & Daria Zhukova
2021. Digital Competence Assessment Survey for Language Teachers. In Learning and Collaboration Technologies: New Challenges and Learning Experiences [Lecture Notes in Computer Science, 12784],  pp. 264 ff. DOI logo
Fuchs, Carolin
2010. Cross-Institutional Blended Learning in Teacher Education. International Journal of Mobile and Blended Learning 2:2  pp. 30 ff. DOI logo
Fuchs, Carolin
2012. Cross-Institutional Blended Learning in Teacher Education. In Refining Current Practices in Mobile and Blended Learning [Advances in Mobile and Distance Learning, ],  pp. 188 ff. DOI logo
Fuchs, Carolin
2015. Use of the Wiki for Cross-Institutional Collaborations. International Journal of Online Pedagogy and Course Design 5:1  pp. 1 ff. DOI logo
Fuchs, Carolin
2016. “Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration. Computer Assisted Language Learning 29:7  pp. 1152 ff. DOI logo
Fuchs, Carolin & Farah Sultana Akbar
2013. Use of Technology in an Adult Intensive English Program: Benefits and Challenges. TESOL Quarterly 47:1  pp. 156 ff. DOI logo
GARRETT, NINA
2009. Computer‐Assisted Language Learning Trends and Issues Revisited: Integrating Innovation. The Modern Language Journal 93:s1  pp. 719 ff. DOI logo
Giannikas, Christina Nicole, Elis Kakoulli Constantinou & Salomi Papadima-Sophocleous
2019. Introduction. In Professional development in CALL: a selection of papers,  pp. 1 ff. DOI logo
Gorjian, Bahman
2011. Using hypermedia annotations to teach vocabulary on the Web. Research in Learning Technology 19:sup1  pp. 7799 ff. DOI logo
Gorjian, Bahman
2012. Teaching Vocabulary through Web-Based Language Learning (WBLL) Approach. Procedia Technology 1  pp. 334 ff. DOI logo
Gràcia, Marta, Ana Luisa Adam-Alcocer & Pamela Castillo Mardones
2023. Exploring the impact of a teacher development programme using a digital application on linguistic interactions in the classroom: a multiple case study. Applied Linguistics Review 14:5  pp. 1305 ff. DOI logo
Gràcia, Marta, Jordi Casanovas, Carles Riba, Maria Ribera Sancho, Maria Josep Jarque, Josep Casanovas & Fàtima Vega
2022. Developing a digital application (EVALOE-DSS) for the professional development of teachers aiming to improve their students’ linguistic competence. Computer Assisted Language Learning 35:3  pp. 492 ff. DOI logo
Guichon, Nicolas
2009. Training future language teachers to develop online tutors’ competence through reflective analysis. ReCALL 21:2  pp. 166 ff. DOI logo
Guichon, Nicolas & Mirjam Hauck
2011. Editorial: Teacher education research in CALL and CMC: more in demand than ever. ReCALL 23:3  pp. 187 ff. DOI logo
Hadjistassou, Stella K. & Judith Molka-Danielsen
2016. Designing Alien Mysteries in Chatterdale. In Handbook of Research on Gaming Trends in P-12 Education [Advances in Game-Based Learning, ],  pp. 222 ff. DOI logo
Hafner, Christoph A. & Jack Pun
2020. Editorial: Introduction to this Special Issue: English for Academic and Professional Purposes in the Digital Era. RELC Journal 51:1  pp. 3 ff. DOI logo
Hampel, Regine
2009. Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration. Innovation in Language Learning and Teaching 3:1  pp. 35 ff. DOI logo
Hauck, Mirjam & Malgorzata Kurek
2017. Digital Literacies in Teacher Preparation. In Language, Education and Technology,  pp. 275 ff. DOI logo
He, Bi, Nattaya Puakpong & Andrew Lian
2015. Factors affecting the normalization of CALL in Chinese senior high schools. Computer Assisted Language Learning 28:3  pp. 189 ff. DOI logo
Healey, Deborah
2012. Language Trainer Training in Technology. In The Encyclopedia of Applied Linguistics, DOI logo
Hong, Kwang Hee
2010. CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL 22:1  pp. 53 ff. DOI logo
Hubbard, Philip
2023. Emerging technologies and language learning: mining the past to transform the future. Journal of China Computer-Assisted Language Learning 3:2  pp. 239 ff. DOI logo
Hubbard, Philip
2023. Contextualizing and Adapting Teacher Education and Professional Development. In Handbook of CALL Teacher Education and Professional Development,  pp. 3 ff. DOI logo
I. Berdugo Torres, Martha
2016. Les compétences professionnelles et les multilittératies du professeur de langues. Íkala, Revista de Lenguaje y Cultura 14:2  pp. 11 ff. DOI logo
Jeong, Kyeong-Ouk
2017. Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning 30:6  pp. 488 ff. DOI logo
Jiang, Jiahong
2019. An Investigation Into Chinese College English Teachers' Beliefs of Students' Web-Based Informal Language Learning. In Computer-Assisted Language Learning,  pp. 1717 ff. DOI logo
Karatay, Yasin & Volker Hegelheimer
2021. CALL Teacher Training—Considerations for Low-Resource Environments. CALICO Journal 38:3 DOI logo
Kessler, Greg
2012. Language Teacher Training in Technology. In The Encyclopedia of Applied Linguistics, DOI logo
Kessler, Greg
2012. Authoring Tools for Language Assessment. In The Encyclopedia of Applied Linguistics, DOI logo
Kessler, Greg & Philip Hubbard
2017. Language Teacher Education and Technology. In The Handbook of Technology and Second Language Teaching and Learning,  pp. 278 ff. DOI logo
Khazaie, Saeed & Hossein Vahid Dastjerdi
2015. Drawing Up a Medical Syllabus by Integrating the Gamified Blended Module of L2 English Learning. Interdisciplinary Journal of Virtual Learning in Medical Sciences 6:4 DOI logo
KORUCU-KIS, S. & K. S. OZMEN
2018. TOWARD AN INTEGRATED TECHNOLOGY INTEGRATION FRAMEWORK FOR TEACHER PREPARATION: INSTRUCTIONAL TECHNOLOGICAL COMPETENCE. i-manager's Journal on School Educational Technology 14:2  pp. 31 ff. DOI logo
LEVY, MIKE
2009. Technologies in Use for Second Language Learning. The Modern Language Journal 93:s1  pp. 769 ff. DOI logo
Li, Ji & Yu Li
2010. 2010 5th International Conference on Computer Science & Education,  pp. 306 ff. DOI logo
Li, Shuquan & Manfei Xu
2022. Corpus literacy empowerment: taking stock of research to look forward for practice. Journal of China Computer-Assisted Language Learning 2:1  pp. 126 ff. DOI logo
Li, Zhi, Ahmet Dursun & Volker Hegelheimer
2017. Technology and L2 Writing. In The Handbook of Technology and Second Language Teaching and Learning,  pp. 77 ff. DOI logo
Martins, Claudia Beatriz Monte Jorge & Herivelto Moreira
2015. Brazilian FL Teachers through the Lens of the Diffusion of Innovations Theory. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 374 ff. DOI logo
Martins, Claudia Beatriz Monte Jorge & Herivelto Moreira
2018. Brazilian FL Teachers Through the Lens of the Diffusion of Innovations Theory. In Information and Technology Literacy,  pp. 2321 ff. DOI logo
Martín Monje, Elena
2012. PRESENTE Y FUTURO DE LA ENSEÑANZA DE LENGUAS ASISTIDA POR ORDENADOR: ¿EL FINAL DE UNA ERA?. Revista de Lingüística y Lenguas Aplicadas 7:1 DOI logo
Martínez Lirola, María
2018. A proposal to improve narrative texts at the University using Genre Theory. Revista Guillermo de Ockham 16:1  pp. 21 ff. DOI logo
McNeil, Levi
2013. Exploring the relationship between situated activity and CALL learning in teacher education. ReCALL 25:2  pp. 215 ff. DOI logo
Meihami, Hussein
2023. Situated learning in CALL teacher preparation programs: an ecological perspective to student-teachers’ agency. Computer Assisted Language Learning  pp. 1 ff. DOI logo
Meskill, Carla
2009. CMC in language teacher education: learning with and through instructional conversations. Innovation in Language Learning and Teaching 3:1  pp. 51 ff. DOI logo
Morofushi, Mari & Sarah Ellen Pasfield-Neofitou
2014. Normalizing social networking in a beginners' Japanese course. The Language Learning Journal 42:1  pp. 67 ff. DOI logo
Morris, Gareth Richard, Jiaxin Xu & Li Li
2022. Transitioning to the New Normal. In Cases on Teaching English for Academic Purposes (EAP) During COVID-19 [Advances in Educational Technologies and Instructional Design, ],  pp. 205 ff. DOI logo
Motteram, Gary
2009. Social computing and teacher education: an agenda for course development. Innovation in Language Learning and Teaching 3:1  pp. 83 ff. DOI logo
Motteram, Gary
2014. Re-aligning research into teacher education for CALL and bringing it into the mainstream. Language Teaching 47:3  pp. 319 ff. DOI logo
Nazari, Mostafa & Ismail Xodabande
2022. L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative. Computer Assisted Language Learning 35:7  pp. 1354 ff. DOI logo
Orland-Barak, Lily & Ditza Maskit
2017. Information and Communication Technologies (ICT) as ‘Communicating Experience’. In Methodologies of Mediation in Professional Learning,  pp. 121 ff. DOI logo
OTTO, SUE E. K. & JAMES P. PUSACK
2009. Computer‐Assisted Language Learning Authoring Issues. The Modern Language Journal 93:s1  pp. 784 ff. DOI logo
Papadima-Sophocleous, Salomi & Christina Nicole Giannikas
2019. Time to evaluate: the students’ perspective of an online MA in CALL programme. In CALL and complexity – short papers from EUROCALL 2019,  pp. 334 ff. DOI logo
Perren, James M.
2014. Critical Study of Gender and Teacher-Designed Interactive Educational Websites. In Encyclopedia of Information Science and Technology, Third Edition [Advances in Information Quality and Management, ],  pp. 3078 ff. DOI logo
Reinhardt, Jonathon
2022. Chapter 9. Developing online language teacher identities. In Language Teacher Development in Digital Contexts [Language Learning & Language Teaching, 57],  pp. 179 ff. DOI logo
Ruan, Quanyou
2011. 2011 International Conference on Control, Automation and Systems Engineering (CASE),  pp. 1 ff. DOI logo
Schwartz, Aaron D.
2018. Technology in the Intensive English Program. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Sert, Olcay & Li Li
2017. A Qualitative Study on CALL Knowledge and Materials Design. International Journal of Computer-Assisted Language Learning and Teaching 7:3  pp. 73 ff. DOI logo
Sert, Olcay & Li Li
2019. A Qualitative Study on CALL Knowledge and Materials Design. In Computer-Assisted Language Learning,  pp. 2036 ff. DOI logo
Soulé, María Victoria & Salomi Papadima-Sophocleous
2019. Exploring the influence of teachers’ education and professional development in Cypriot higher education CALL practices. In Professional development in CALL: a selection of papers,  pp. 25 ff. DOI logo
Stockwell, Glenn
2009. Teacher education in CALL: teaching teachers to educate themselves. Innovation in Language Learning and Teaching 3:1  pp. 99 ff. DOI logo
Stockwell, Glenn & Hayo Reinders
2019. Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities. Annual Review of Applied Linguistics 39  pp. 40 ff. DOI logo
Tafazoli, Dara & Hussein Meihami
2023. Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers’ technological needs and suggestions. Journal of Computers in Education 10:1  pp. 163 ff. DOI logo
Thouësny, Sylvie & Linda Bradley
2011. Introduction on views of emergent researchers in L2 teaching and learning with technology. In Second Language Teaching and Learning with Technology: Views of Emergent Researchers,  pp. 1 ff. DOI logo
Toffoli, Denyze & Geoff Sockett
2015. University teachers’ perceptions of Online Informal Learning of English (OILE). Computer Assisted Language Learning 28:1  pp. 7 ff. DOI logo
Tran-Thanh, Vu, Ha Thi Nguyen & Ha Thanh Le
2023. Professional Identity Under Reconstruction: Stories of Vietnamese ESOL Teachers’ Integration of Technology. In Handbook of CALL Teacher Education and Professional Development,  pp. 331 ff. DOI logo
Tseng, Jun-Jie
2016. Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students. Computer Assisted Language Learning 29:2  pp. 302 ff. DOI logo
Uzum, Baburhan, Bedrettin Yazan, Sedat Akayoglu & Ufuk Keles
2023. Teacher candidates’ intercultural communication in telecollaboration: locating acts of positioning in translingual negotiations. Journal for Multicultural Education DOI logo
Vinther, Jane
2012. Cognitive Skills through CALL-Enhanced Teacher Training. In Computer-Enhanced and Mobile-Assisted Language Learning,  pp. 158 ff. DOI logo
Whyte, Shona, Euline Cutrim Schmid, Sanderin van Hazebrouck Thompson & Margret Oberhofer
2014. Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning 27:2  pp. 122 ff. DOI logo
Yeh, Ellen & Svetlana Mitric
2020. Bridging Activities. International Journal of Computer-Assisted Language Learning and Teaching 10:3  pp. 48 ff. DOI logo
Yeh, Ellen & Svetlana Mitric
2022. Bridging Activities. In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries,  pp. 135 ff. DOI logo
Yeh, Ellen & Nicholas Swinehart
2022. Social media literacy in L2 environments: navigating anonymous user-generated content. Computer Assisted Language Learning 35:8  pp. 1731 ff. DOI logo
[no author supplied]
2015. Conclusion and Discussion. In Intelligent Web-Based English Instruction in Middle Schools [Advances in Educational Technologies and Instructional Design, ],  pp. 289 ff. DOI logo

This list is based on CrossRef data as of 16 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CF: Linguistics

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2006045896 | Marc record