By Simone Torsani
Name instructor schooling is a realistic source for instructor running shoes who're approximately to accommodate the tough and fascinating activity of getting ready language lecturers to combine know-how into their daily expert perform. As learn yields effects that convey the cast and becoming strength of expertise for language schooling, desktop Assisted Language studying has develop into a slightly universal topic in instructor education programmes around the globe. in keeping with the author's adventure in instructor schooling, the current ebook goals at offering running shoes with thorough methodological foundations and sensible figuring out to layout and enforce potent name classes. to accomplish this objective, the amount collects and harmonises the several resources that represent the base-knowledge of name instructor schooling and progressively leads the reader from thought all the way down to perform. the quantity, the 1st monograph in this topic, deals a entire review of name instructor schooling, either as an instructional self-discipline and as a tradition ambit, and explores between others the next issues: • the connection among know-how and language studying; • the mixing of know-how into language schooling; • Theoretical foundations of name instructor education; • Frameworks and criteria for name schooling; • ways and strategies; • name education systems; • Curriculum layout.
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Additional resources for CALL Teacher Education: Language Teachers and Technology Integration
Montoro and Hampel’s study (2011) is an example of an application of Activity Theory to technologies, and it may act as a model in that sense: on the other hand, one of the results of the experimentation carried out by the two researchers was precisely to prove the validity of that theory for the analysis of CALL activities. Activity theory is a powerful tool for understanding the complexity of CALL, as is 27 CHAPTER 2 precisely the case with the research by Montoro and Hampel, who analyse what goes on during a CALL activity.
Chapelle, in her chapter in the same volume, does not use it either. At that time, CMC was already a popular concept/term, but mainly language education research; the volume edited by Herring (1996), for instance, is focused on pragmatics, whilst other works dealt, for example, with general education. CMC as a term began to acquire prominence in CALL research after 2000, in that year Blake published an important paper, in which the term was associated with SLA research. In the abstract he stated that “findings [of the presented research] suggest that computer mediated communication (CMC) can provide many of the alleged benefits ascribed to the Interaction Hypothesis” (Blake, 2000: 120).
The question is tackled, as well as through more theoretical reflections, aimed at studying the nature of this relationship, also through the various linguistic reference frameworks, and through the options available today for language teachers. , language education, its goals and methods. 1 This is the crucial question of integrating technologies into Language Teacher Education, to be developed in the following chapter. 1 INTRODUCTION: AN IN DEPTH ANALYSIS In his analysis of the state of the art of CALL Teacher Education (CTE), Hubbard (2008) ascribes the (then) scarce diffusion of courses on this subject to various causes,2 among these there being ignorance, that is, the lack of knowledge of the options and advantages that technologies can provide to language learning.