Teacher Education in CALL
Editors
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
© John Benjamins Publishing Company
Table of Contents
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ForewordCarol A. Chapelle | pp. vii–viii
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Introduction | pp. ix–xi
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Part I: Foundations of teacher education in CALL
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1. The scope of CALL educationPhilip Hubbard and Mike Levy | pp. 3–20
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2. Assessing CALL teacher training: What are we doing and what could we do better?Greg Kessler | pp. 23–42
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3. Technology standards for teacher education,credentialing, and certificationKathryn Murphy-Judy and Bonnie L. Youngs | pp. 45–60
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Part II: CALL degree programs
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4. Matching language and IT skills: The life-cycle of an MA programmeJohn Partridge | pp. 63–79
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5. Reconstructing practice: language teacher education and ICTDiane Slaouti and Gary Motteram | pp. 81–97
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6. Theory and practice in teaching project-oriented CALLRobert Debski | pp. 99–114
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Part III: CALL pre-service courses
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7. When the technology course is requiredVolker Hegelheimer | pp. 117–133
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8. Teaching the creation of software that uses speech recognitionMaxine Eskenazi and Jonathan Brown | pp. 135–151
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9. Developing computer competencies for pre-service language teachers: Is one course enough?Martine Peters | pp. 153–165
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10. Learning in context: Situating language teacher learning in CALLJoy Egbert | pp. 167–181
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11. Training CALL teachers onlineChristine Bauer-Ramazani | pp. 183–200
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Part IV: CALL In-service projects, courses, and workshops
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12. Training for trainers: challenges, outcomes, and principles of in-service training across the Irish education systemAngela Rickard, Françoise Blin and Christine Appel | pp. 203–218
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13. How WebQuests send technology to the background: Scaffolding EFL teacher professional development in CALLChin-chi Chao | pp. 221–234
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14. Designing and implementing collaborative Internet projects in SiberiaLarissa Olesova and Christine Foster Meloni | pp. 237–249
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15. In-Service CALL education: What happens after the course is over?Lillian Wong and Phil Benson | pp. 251–264
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16. Teacher preparation for online language instructionChristopher M. Jones and Bonnie L. Youngs | pp. 267–280
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Part V: Alternatives to formal CALL training
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17. Expert-novice teacher mentoring in language learning technologyCarla Meskill, Natasha Anthony, Shannon Hilliker-VanStrander, Chi-hua Tseng and Jieun You | pp. 283–298
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18. Communities of practice for pre- and In-service teacher educationElizabeth Hanson-Smith | pp. 301–315
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19. Training ourselves to train our students for CALLMarinna Kolaitis, Mary Ann Mahoney, Howard Pomann and Philip Hubbard | pp. 317–332
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20. Helping teachers to help themselvesThomas Robb | pp. 335–347
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CALL teacher education resources and professional organizations
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Index | pp. 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.”
Hayo Reinders,
RELC Singapore, in Innovation in language Learning and Teaching 1(2), 2007
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Subjects
Main BIC Subject
CF: Linguistics
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General