Teacher Education in CALL

Editors

Philip Hubbard

| Stanford University

Mike Levy

| Griffith University

Hardbound – Available

ISBN 9789027219671 | EUR 115.00 | USD 173.00

Paperback – Available

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

https://doi.org/10.1075/lllt.14

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.”

Hayo Reinders, RELC Singapore, in Innovation in language Learning and Teaching 1(2), 2007

Cited by

Cited by other publications

No author info given

2015. In Intelligent Web-Based English Instruction in Middle Schools [Advances in Educational Technologies and Instructional Design, ], ► pp. 289 ff.

Abdel Latif, Muhammad M. M.

2020. The research‐teaching nexus in a graduate CALL course: An action research study . Journal of Computer Assisted Learning

Abdel Latif, Muhammad M. M.

2020. Corpus literacy instruction in language teacher education: Investigating Arab EFL student teachers’ immediate beliefs and long-term practices. ReCALL ► pp. 1 ff.

Adnan, Müge

2018. Professional development in the transition to online teaching: The voice of entrant online instructors. ReCALL 30:1 ► pp. 88 ff.

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.

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

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.

Bax, Stephen

2011. Normalisation Revisited. International Journal of Computer-Assisted Language Learning and Teaching 1:2 ► pp. 1 ff.

Bax, Stephen

2013. In Explorations of Language Teaching and Learning with Computational Assistance, ► pp. 35 ff.

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.

Blake, Robert J.

2007. NEW TRENDS IN USING TECHNOLOGY IN THE LANGUAGE CURRICULUM. Annual Review of Applied Linguistics 27

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.

Chang, Kyungsuk & Shelagh Rixon

2015. In Experiences of Second Language Teacher Education, ► pp. 226 ff.

Chylinski, Renata & Ria Hanewald

2011. In Instructional Design, ► pp. 840 ff.

Cimermanova, Ivana

2017. In Multiculturalism and Technology-Enhanced Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 252 ff.

COBB, THOMAS

2012. In The Encyclopedia of Applied Linguistics,

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.

Cutrim Schmid, Euline

2011. Video-stimulated reflection as a professional development tool in interactive whiteboard research. ReCALL 23:3 ► pp. 252 ff.

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.

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.

Ebrahimi, Alice & S. Susan Marandi

2015. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 71 ff.

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.

Egbert, Joy, Omran Akasha, Leslie Huff & HyunGyung Lee

2013. In Explorations of Language Teaching and Learning with Computational Assistance, ► pp. 1 ff.

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.

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. In Language Learning and Literacy, ► pp. 1 ff.

Fatmi, Hicham & Ahmed Chouari

2019. In Technology-Assisted ESL Acquisition and Development for Nontraditional Learners [Advances in Educational Technologies and Instructional Design, ], ► pp. 211 ff.

Fuchs, Carolin

2010. Cross-Institutional Blended Learning in Teacher Education. International Journal of Mobile and Blended Learning 2:2 ► pp. 30 ff.

Fuchs, Carolin

2012. In Refining Current Practices in Mobile and Blended Learning [Advances in Mobile and Distance Learning, ], ► pp. 188 ff.

Fuchs, Carolin

2015. Use of the Wiki for Cross-Institutional Collaborations. International Journal of Online Pedagogy and Course Design 5:1 ► pp. 1 ff.

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.

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.

Giannikas, Christina Nicole, Elis Kakoulli Constantinou & Salomi Papadima-Sophocleous

2019. In Professional development in CALL: a selection of papers, ► pp. 1 ff.

Gorjian, Bahman

2011. Using hypermedia annotations to teach vocabulary on the Web. Research in Learning Technology 19:sup1 ► pp. 7799 ff.

Gorjian, Bahman

2012. Teaching Vocabulary through Web-Based Language Learning (WBLL) Approach. Procedia Technology 1 ► pp. 334 ff.

Gràcia, Marta, Jordi Casanovas, Carles Riba, Maria Ribera Sancho, Maria Josep Jarque, Josep Casanovas & Fàtima Vega

2020. Developing a digital application (EVALOE-DSS) for the professional development of teachers aiming to improve their students’ linguistic competence. Computer Assisted Language Learning ► pp. 1 ff.

Guichon, Nicolas

2009. Training future language teachers to develop online tutors’ competence through reflective analysis. ReCALL 21:2 ► pp. 166 ff.

Guichon, Nicolas & Mirjam Hauck

2011. Editorial: Teacher education research in CALL and CMC: more in demand than ever. ReCALL 23:3 ► pp. 187 ff.

Hadjistassou, Stella K. & Judith Molka-Danielsen

2016. In Handbook of Research on Gaming Trends in P-12 Education [Advances in Game-Based Learning, ], ► pp. 222 ff.

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.

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.

Hauck, Mirjam & Malgorzata Kurek

2017. In Language, Education and Technology, ► pp. 275 ff.

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.

Hong, Kwang Hee

2010. CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL 22:1 ► pp. 53 ff.

Jeong, Kyeong-Ouk

2017. Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning 30:6 ► pp. 488 ff.

Jiang, Jiahong

2019. In Computer-Assisted Language Learning, ► pp. 1717 ff.

Kessler, Greg

2012. In The Encyclopedia of Applied Linguistics,

Kessler, Greg & Philip Hubbard

2017. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 278 ff.

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

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.

Li, Ji & Yu Li

2010. In 2010 5th International Conference on Computer Science & Education, ► pp. 306 ff.

Li, Zhi, Ahmet Dursun & Volker Hegelheimer

2017. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 77 ff.

Martins, Claudia Beatriz Monte Jorge & Herivelto Moreira

2015. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 374 ff.

Martins, Claudia Beatriz Monte Jorge & Herivelto Moreira

2018. In Information and Technology Literacy, ► pp. 2321 ff.

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

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.

McNeil, Levi

2013. Exploring the relationship between situated activity and CALL learning in teacher education. ReCALL 25:2 ► pp. 215 ff.

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.

Morofushi, Mari & Sarah Ellen Pasfield-Neofitou

2014. Normalizing social networking in a beginners' Japanese course. The Language Learning Journal 42:1 ► pp. 67 ff.

Motteram, Gary

2009. Social computing and teacher education: an agenda for course development. Innovation in Language Learning and Teaching 3:1 ► pp. 83 ff.

Motteram, Gary

2014. Re-aligning research into teacher education for CALL and bringing it into the mainstream. Language Teaching 47:3 ► pp. 319 ff.

Nazari, Mostafa & Ismail Xodabande

2020. L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative. Computer Assisted Language Learning ► pp. 1 ff.

Orland-Barak, Lily & Ditza Maskit

2017. In Methodologies of Mediation in Professional Learning, ► pp. 121 ff.

Papadima-Sophocleous, Salomi & Christina Nicole Giannikas

2019. In CALL and complexity – short papers from EUROCALL 2019, ► pp. 334 ff.

Perren, James M.

2015. In Encyclopedia of Information Science and Technology, Third Edition, ► pp. 3078 ff.

Ruan, Quanyou

2011. In 2011 International Conference on Control, Automation and Systems Engineering (CASE), ► pp. 1 ff.

Schmid, Euline Cutrim

2009. In Handbook of Research on Web 2.0 and Second Language Learning, ► pp. 491 ff.

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.

Sert, Olcay & Li Li

2019. In Computer-Assisted Language Learning, ► pp. 2036 ff.

Soulé, María Victoria & Salomi Papadima-Sophocleous

2019. In Professional development in CALL: a selection of papers, ► pp. 25 ff.

Stockwell, Glenn

2009. Teacher education in CALL: teaching teachers to educate themselves. Innovation in Language Learning and Teaching 3:1 ► pp. 99 ff.

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.

Thouësny, Sylvie & Linda Bradley

2011. In Second Language Teaching and Learning with Technology: Views of Emergent Researchers, ► pp. 1 ff.

Toffoli, Denyze & Geoff Sockett

2015. University teachers’ perceptions of Online Informal Learning of English (OILE). Computer Assisted Language Learning 28:1 ► pp. 7 ff.

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.

Vinther, Jane

2012. In Computer-Enhanced and Mobile-Assisted Language Learning, ► pp. 158 ff.

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.

Yeh, Ellen & Svetlana Mitric

2020. Bridging Activities. International Journal of Computer-Assisted Language Learning and Teaching 10:3 ► pp. 48 ff.

Yeh, Ellen & Nicholas Swinehart

2020. Social media literacy in L2 environments: navigating anonymous user-generated content. Computer Assisted Language Learning ► pp. 1 ff.

This list is based on CrossRef data as of 06 november 2020. 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

Linguistics

Language acquisition

Language teaching

Applied linguistics

BIC Subject: CF – Linguistics

BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General

U.S. Library of Congress Control Number: 2006045896 | Marc record