![]() Vol. X No. 1 September 1997
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Just say the word technology and you will incite a wide range of responses from that of a super keen computer fan to that of an apprehensive computer skeptic. The topic of technology, which has almost become synonymous with that of computers, is so hot right now it is almost in danger of becoming overdone. In the educational arena, the age of information technology has definitely arrived. While some educators have embraced it and others remain cautious and weary. The second language (SL) classroom is not exempt from involvement in this technological wave but questions are still being asked as to the specific role of the computer in this particular learning environment. Why use computers? Although in the nineties this question may seem unenlightened or uninformed, many SL teachers, are still rightfully pondering the rationale for their usage. One of the most often mentioned reasons for their introduction to the SL classroom is motivation (Flewelling, 1994). Shrum and Glisan (1994) echo this rationale by saying that children generally have positive attitudes toward technology. So, kids like computers. Is that reason enough to use them for teaching languages? Perhaps not but it does make the point that educators need to consider interests of their students as well as current trends in society when planning SL curriculum. Most educators who study this particular area of SL learning, agree that the computer is a tool to assist and/or enhance the SL learning process and not a new approach to SL teaching in itself. Shrum and Glisan (1994) support this sentiment saying that "CALL (Computer Assisted Language Learning) serves as a supplement or enrichment rather than a substitute for regular classroom learning." (p. 260). It seems that the key to integrating this sort of technology in the SL classroom is to carefully choose computer-related activities that support the communicative-type methodologies used by most SL teachers. On this point Tracey Forrest states that technology "will only serve teaching goals to the extent that teachers continue to be responsible for their thoughtful and meaningful implementation." (1993. p. 318). Donna Mydlarski (1985) describes the principles of the communicative approach which lend themselves to computer use. Included in these were the lowering of the affective barrier, the focus of form, problem solving, and authentic documents (p. 76-77). Paramskas (1993) also sees the potential for computers in a communicative setting and describes them as a "truly learner-centered medium" that can give us an expanded and more global view of language and literature. (p129). Flewelling (1994) points out that computers in the SL classroom can provide specialized learning opportunities for both advanced and struggling language learners. Leblanc and Guberman (1988) also see computers as having some communicative potential and in particular they mention the ways in which certain software can provide opportunities for reinforcement and review, simulations of real life experience, and/or self-correction (p. 106). Technology although inclusive of computers is not exclusively related to this particular "machine." The use of television, radio, overhead and slide projectors have already gained their rightful place in the language classroom as valuable and necessary tools. The computer possibly because of its complexity, diversity, expense and/or dynamic nature seems to be slower to find its niche in the SL learning context. Some teachers feel somewhat under equipped to implement it in an effective, meaningful way and to stay on top of this constantly evolving technology. In 1988, Leblanc & Guberman underlined a need for teacher training in this area and this need remains. Because this particular technology is in a constant state of evolution, it is sometimes difficult to keep current. Despite these hurdles, teachers are finding opportunities to explore the potential of the computer as it is now a permanent fixture in our world. The following thoughts on the topic summarize very well a reasonable and practical approach to technology use in our SL classrooms. We must "examine available technology-based materials critically, ... we must find ways to integrate... computers into the best practices that language and literacy teaching has to offer. If we do anything less, we are in danger of betraying our students as well as our profession" (Wrigley, 1993, p. 321). |