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 Deborah Healey Theory in Computer-Assisted Language Learning research and practice Philip Hubbard and Mike Levy Towards an 'ecological' CALL theory: theoretical perspectives and their instantiation in CALL research and practice Francoise Blin Part II: Core issues Technology standards for language teacher preparation Greg Kessler Researching participatory literacy and positioning in online learning communities Mirjam Hauck, Rebecca Galley and Sylvia Warnecke Language materials development in a digital age Gary Motteram Researching in language learning and technology Mike Levy Literacies, technology and language teaching Gavin Dudeney and Nicky Hockly Evaluation in CALL: tools, interactions, outcomes Catherine Caws and Trude Heift Language testing and technology James Dean Brown From age and gender to identity in technology-mediated language learning Elisabeth R. Hayes and Yoonhee N. Lee Culture, language learning, and technology Robert Godwin-Jones Language learning and technology in varied technology contexts HyunGyung Lee and Joy Egbert Limitations and boundaries in language learning and technology Rick Kern and Dave Malinowski Teacher education and technology Elizabeth Hanson-Smith Sustainable CALL development Francoise Blin, Juha Jalkanen and Peppi Taalas Part III: Interactive and collaborative technologies for language learning Telecollaboration and language learning Francesca Helm and Sarah Guth Social networking and language learning Lara Lomicka and Gillian Lord Computer supported collaborative writing and language learning Muriel Grosbois Interactive whiteboards and language learning Euline Cutrim Schmid Mobile language learning Glenn Stockwell Virtual worlds and language learning: an analysis of research Mark Peterson Online and blended language learning Pete Sharma and Kevin Westbrook Part IV: Corpora and data-driven learning Introduction to data-driven learning Martin Warren Spoken language corpora and pedagogic applications Andrew Caines, Michael McCarthy and Anne O'Keeffe Written language corpora and pedagogic applications Angela Chambers Learner corpora and pedagogic applications Fanny Meunier Corpus types and uses Brona Murphy and Elaine Riordan Designing and building corpora for language learning 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 Pia Sundqvist Part VI: Purpose designed language learning resources CALL tools for lexico-grammatical acquisition Li Li CALL tools for reading and writing Hsien-Chin Liou CALL tools for listening and speaking Una Clancy and Liam Murray Multimodality and CALL Nicolas Guichon and Cathy Cohen Intelligent CALL and written language Cornelia Tschichold and Mathias Schulze Translation and technology: the case of translation games for language learning Pierrette Bouillon, Cristiana Cervini and Manny Rayner
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.
Reviews for The Routledge Handbook of Language Learning and Technology
'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