CALL Teacher Education
CALL Teacher Education

Author: Simone Torsani

Publisher: Springer

Published: 2016-07-08

Total Pages: 229

ISBN-13: 9463004777

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Book is a practical resource for teacher trainers who are about to deal with the challenging and exciting task of preparing language teachers to integrate technology into their everyday professional practice.As research yields results that show the solid and growing potential of technology for language education, Computer Assisted Language Learning has become a rather common subject in teacher training programmes worldwide. Based on the author’s experience in teacher education, the present book aims at providing trainers with thorough methodological foundations and practical understanding to design and implement effective CALL courses. To achieve this goal, the volume collects and harmonises the different sources that constitute the base-knowledge of CALL Teacher Education and gradually leads the reader from theory down to practice.The volume, the first monograph on this subject, offers a comprehensive overview of CALL Teacher Education, both as an academic discipline and as a practice ambit, and explores among others the following topics:• The relationship between technology and language learning;• The integration of technology into language education;• Theoretical foundations of CALL teacher training;• Frameworks and standards for CALL education;• Approaches and processes;• CALL training procedures;• Curriculum design.

Handbook of CALL Teacher Education and Professional Development
Handbook of CALL Teacher Education and Professional Development

Author: Dara Tafazoli

Publisher: Springer Nature

Published: 2023-04-26

Total Pages: 561

ISBN-13: 9819905141

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This comprehensive handbook provides an overview of current trends in computer-assisted language learning (CALL) teacher education and professional development across the globe. It highlights theories and practices in CALL teacher education and professional development in five sections, such as English language teaching, including pre-service teachers, in-service teachers, teacher educators, material developers, course designers and researchers. It explores the role of CALL teacher education and professional development in many underexplored countries such as Africa, Asia, Eastern Europe and the Middle East. It stresses the critical role of professional development programs, from the use of technology in its generic sense. The theoretical and empirical chapters in the book provide a more inclusive and comprehensive picture of various aspects of CALL teacher education and professional development globally. It offers context-specific approaches and strategies to language teachers and teacher educators. It provides pedagogical implications and suggestions for promoting digital literacy and autonomy in online education. This book provides valuable insights for researchers, teacher educators and teacher trainers in applied linguistics.

Language Teaching with Video-Based Technologies
Language Teaching with Video-Based Technologies

Author: Michael Thomas

Publisher: Routledge

Published: 2020-07-03

Total Pages: 208

ISBN-13: 1000172422

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This book explores the implications of technology-mediated project-based language learning for CALL teacher development, focusing on the role of video-based instruction in elucidating challenges and opportunities to promote learner creativity in the language classroom. The volume builds on existing literature on project-based language learning by extending the focus on the affordances of machinima, digital video created by teachers and learners to capture experience in 3D immersive games or virtual worlds. Drawing on data from a large-scale research project featuring case studies that examine different facets of CALL teacher education, the book calls attention to language learning and teaching strategies that encourage both learners and teachers to develop innovative approaches in the language classroom and how such approaches promote the integration of lifelong learning skills alongside traditional linguistic competencies. Offering a dynamic contribution to the growing literature on the interface of language learning and teaching and technology, this book will appeal to students and researchers in applied linguistics and language and education, as well as those interested in the latest developments in CALL.

Teacher Education in CALL
Teacher Education in CALL

Author: Philip Hubbard

Publisher: John Benjamins Publishing

Published: 2006-09-01

Total Pages: 368

ISBN-13: 9027293325

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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.

Culturally Responsive Teaching and The Brain
Culturally Responsive Teaching and The Brain

Author: Zaretta Hammond

Publisher: Corwin Press

Published: 2014-11-13

Total Pages: 290

ISBN-13: 1483308022

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A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Trusting Teachers with School Success
Trusting Teachers with School Success

Author: Kim Farris-Berg

Publisher: Rowman & Littlefield

Published: 2013

Total Pages: 253

ISBN-13: 1610485106

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Lately, our nation's strategy for improving our schools is mostly limited to "getting tough" with teachers. Blaming teachers for poor outcomes, we spend almost all of our energy trying to control teachers' behavior and school operations. But what if all of this is exactly the opposite of what is needed? What if teachers are the answer and not the problem? What if trusting teachers, and not controlling them, is the key to school success? Examining the experiences of teachers who are already trusted to call the shots, this book answers: What would teachers do if they had the autonomy not just to make classroom decisions, but to collectively--with their colleagues--make the decisions influencing whole school success? Decisions such as school curriculum, how to allocate the school budget, and whom to hire. Teachers with decision-making authority create the schools that many of us profess to want. They individualize learning. Their students are active (not passive) learners who gain academic and life skills. The teachers create school cultures that are the same as those in high-performing organizations. They accept accountability and innovate, and make efficient use of resources. These promising results suggest: it's time to trust teachers.

The Handbook of Technology and Second Language Teaching and Learning
The Handbook of Technology and Second Language Teaching and Learning

Author: Carol A. Chapelle

Publisher: John Wiley & Sons

Published: 2019-12-05

Total Pages: 522

ISBN-13: 1119108470

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The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners' language and researching language teaching and learning. Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development. The Handbook of Technology and Second Language Teaching and Learning demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.

Language Teacher Education for a Global Society
Language Teacher Education for a Global Society

Author: B. Kumaravadivelu

Publisher: Routledge

Published: 2012-05-22

Total Pages: 165

ISBN-13: 1136837000

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This book introduces a state-of-the-art model for second/foreign language language teacher education ─ Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to develop prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers.

CALLing Student Teachers. Modern Language Student Teachers and their Perceptions of Computer Assisted Language Learning (CALL) in Initial Teacher Education
CALLing Student Teachers. Modern Language Student Teachers and their Perceptions of Computer Assisted Language Learning (CALL) in Initial Teacher Education

Author: Louise Hanna

Publisher: GRIN Verlag

Published: 2024-02-01

Total Pages: 607

ISBN-13: 3964877042

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Doctoral Thesis / Dissertation from the year 2023 in the subject Pedagogy - Media Pedagogy, grade: Pass, University of Ulster, language: English, abstract: The perceptions of student teachers on Computer Assisted Language Learning (CALL) remain underexamined in literature. This mixed methods study explored the perceptions of Modern Language (ML) student teachers to CALL at commencement and completion of Initial Teacher Education (ITE) in 2020/21. These student teachers were in seven institutions across England, Scotland, Wales, and Northern Ireland. It was found that student teachers were less positive about CALL usage at the end of their ITE programmes. Self-directed learning also overtook university education to become the primary channel of CALL knowledge acquisition for student teachers at ITE close. A total of thirty factors were found to influence the CALL behaviours of student teachers. The issue of workload was especially significant in follow-up focus groups. The CALL behaviours of student teachers also diverged from their initial expectations. However, these findings were not a one-size-fits-all for the whole student teacher population. There was evidence of local diversity between and within whole UK jurisdictions. Student teachers collectively suggested twelve recommendations to enhance CALL instruction in Postgraduate Certificate in Education (PGCE) and Postgraduate Diploma in Education (PGDE) courses. This investigation has produced a new and original theoretical framework that depicts the student teacher pathway to CALL adoption. The Student Teacher CAL Acceptance Model (STCAM) has been designed, tested, and refined over the course of my research project.