Teacher Education in CALL

Editors
| Stanford University
| 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*
 
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
Foreword
Carol A. Chapelle
vii–viii
Introduction
ix–xi
Part I: Foundations of teacher education in CALL
1. The scope of CALL education
Philip Hubbard and Mike Levy
3–20
2. Assessing CALL teacher training: What are we doing and what could we do better?
Greg Kessler
23–42
3. Technology standards for teacher education,credentialing, and certification
Kathryn Murphy-Judy and Bonnie L. Youngs
45–60
Part II: CALL degree programs
4. Matching language and IT skills: The life-cycle of an MA programme
John Partridge
63–79
5. Reconstructing practice: language teacher education and ICT
Diane Slaouti and Gary Motteram
81–97
6. Theory and practice in teaching project-oriented CALL
Robert Debski
99–114
Part III: CALL pre-service courses
7. When the technology course is required
Volker Hegelheimer
117–133
8. Teaching the creation of software that uses speech recognition
Maxine Eskenazi and Jonathan Brown
135–151
9. Developing computer competencies for pre-service language teachers: Is one course enough?
Martine Peters
153–165
10. Learning in context: Situating language teacher learning in CALL
Joy Egbert
167–181
11. Training CALL teachers online
Christine Bauer-Ramazani
183–200
Part IV: CALL In-service projects, courses, and workshops
12. Training for trainers: challenges, outcomes, and principles of in-service training across the Irish education system
Angela Rickard, Françoise Blin and Christine Appel
203–218
13. How WebQuests send technology to the background: Scaffolding EFL teacher professional development in CALL
Chin-chi Chao
221–234
14. Designing and implementing collaborative Internet projects in Siberia
Larissa Olesova and Christine Foster Meloni
237–249
15. In-Service CALL education: What happens after the course is over?
Lillian Wong and Phil Benson
251–264
16. Teacher preparation for online language instruction
Christopher M. Jones and Bonnie L. Youngs
267–280
Part V: Alternatives to formal CALL training
17. Expert-novice teacher mentoring in language learning technology
Carla Meskill, Natasha Anthony, Shannon Hilliker-VanStrander, Chi-hua Tseng and Jieun You
283–298
18. Communities of practice for pre- and In-service teacher education
Elizabeth Hanson-Smith
301–315
19. Training ourselves to train our students for CALL
Marinna Kolaitis, Mary Ann Mahoney, Howard Pomann and Philip Hubbard
317–332
20. Helping teachers to help themselves
Thomas Robb
335–347
CALL teacher education resources and professional organizations
Index
351–354
“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.”
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Subjects
BIC Subject: CF – Linguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2006045896 | Marc record