1st Edition
The Routledge Handbook of Language Learning and Technology
The exponential growth and development of modern technologies in all sectors has made it increasingly difficult for students, teachers and teacher educators to know which technologies to employ and how best to take advantage of them.
The Routledge Handbook of Language Learning and Technology brings together experts in a number of key areas of development and change, and opens the field of language learning by exploring the pedagogical importance of technological innovation. The handbook is structured around six themes:
- historical and conceptual contexts
- core issues
- interactive and collaborative technologies for language learning
- corpora and data driven learning
- gaming and language learning
- purpose designed language learning resources.
Led by fundamental concepts, theories and frameworks from language learning and teaching research rather than by specific technologies, this handbook is the essential reference for all students, teachers and researchers of Language Learning and TESOL. Those working in the areas of Applied Linguistics, Education and Media Studies will also find this a valuable book.
List of figures
List of tables
Acknowledgements
Permissions
List of acronyms
List of contributors
Introduction
Fiona Farr and Liam Murray
Part I: Historical and conceptual contexts
- Language learning and technology: past, present, and future
- Theory in Computer-Assisted Language Learning research and practice
- Towards an ‘ecological’ CALL theory: theoretical perspectives and their instantiation in CALL research and practice
- Technology standards for language teacher preparation
- Researching participatory literacy and positioning in online learning communities
- Language materials development in a digital age
- Researching in language learning and technology
- Literacies, technology and language teaching
- Evaluation in CALL: tools, interactions, outcomes
- Language testing and technology
- From age and gender to identity in technology-mediated language learning
- Culture, language learning, and technology
- Language learning and technology in varied technology contexts
- Limitations and boundaries in language learning and technology
- Teacher education and technology
- Sustainable CALL development
- Telecollaboration and language learning
- Social networking and language learning
- Computer supported collaborative writing and language learning
- Interactive whiteboards and language learning
- Mobile language learning
- Virtual worlds and language learning: an analysis of research
- Online and blended language learning
- Introduction to data-driven learning
- Spoken language corpora and pedagogic applications
- Written language corpora and pedagogic applications
- Learner corpora and pedagogic applications
- Corpus types and uses
- Designing and building corpora for language learning
Deborah Healey
Philip Hubbard and Mike Levy
Françoise Blin
Part II: Core issues
Greg Kessler
Mirjam Hauck, Rebecca Galley and Sylvia Warnecke
Gary Motteram
Mike Levy
Gavin Dudeney and Nicky Hockly
Catherine Caws and Trude Heift
James Dean Brown
Elisabeth R. Hayes and Yoonhee N. Lee
Robert Godwin-Jones
HyunGyung Lee and Joy Egbert
Rick Kern and Dave Malinowski
Elizabeth Hanson-Smith
Françoise Blin, Juha Jalkanen and Peppi Taalas
Part III: Interactive and collaborative technologies for language learning
Francesca Helm and Sarah Guth
Lara Lomicka and Gillian Lord
Muriel Grosbois
Euline Cutrim Schmid
Glenn Stockwell
Mark Peterson
Pete Sharma and Kevin Westbrook
Part IV: Corpora and data-driven learning
Martin Warren
Andrew Caines, Michael McCarthy and Anne O’Keeffe
Angela Chambers
Fanny Meunier
Bróna Murphy and Elaine Riordan
Randi Reppen
Part V: Gaming and language learning
30. Metaphors for digital games and language learning
Jonathon Reinhardt and Steven Thorne
- Mini-games for language learning
Frederik Cornillie and Piet Desmet
- Gaming and young language learners
- CALL tools for lexico-grammatical acquisition
- CALL tools for reading and writing
- CALL tools for listening and speaking
- Multimodality and CALL
- Intelligent CALL and written language
- Translation and technology: the case of translation games for language learning
Pia Sundqvist
Part VI: Purpose designed language learning resources
Li Li
Hsien-Chin Liou
Úna Clancy and Liam Murray
Nicolas Guichon and Cathy Cohen
Cornelia Tschichold and Mathias Schulze
Pierrette Bouillon, Cristiana Cervini and Manny Rayner
Biography
Fiona Farr lectures in English Language Teaching in the School of Languages, Literature, Culture and Communication at the University of Limerick, where she was also Assistant Dean for Academic Affairs in the Faculty of Arts, Humanities and Social Sciences from 2008-2011. She is a member of the Centre for Applied Language Studies (CALS), and the Inter-Varietal Applied Corpus Studies (IVACS) Research Group. She is involved in English language teacher education at undergraduate and postgraduate levels, and is currently leading the development of a PhD in TESOL to begin in September, 2013.
Liam Murray currently lectures in French language and culture, Computer-Assisted Language Learning Assessment Methods and Second Language Acquisition in the School of Languages, Literature, Culture and Communication at the University of Limerick, where he is also a member of the Centre for Applied Language Studies. At this same University, he was the Initiator and the Course Director for the successful launch in 2006 of the B.Sc. in Multimedia and Computer Games Development within the Computer Science and Information Systems Department, on which he also lectures.
'This is a superb collection of state of the art chapters covering the full field of technology in language teaching and learning. Anyone interested in gaining an overview of the field would do well by beginning with this collection, as would more experienced readers seeking to update themselves on any given topic.' John Flowerdew, City University of Hong Kong, China