CALL Teacher Education

Informed by the other studies of the volume, this chapter argues that online language teacher education (OLTE) should make five considerations in reconceptualizing curricula and provides examples of learning activities that address each. First it should acknowledge that online digital language use differs considerably from in-person language equivalents, and second, that technology knowledge includes not only how to teach online but what digital language use is. Third, it should recognize that learners and teachers have modern techno-identities developed not only in their academic but their everyday lives as well. Fourth, it should leverage the power of the Internet to develop translanguacultural awareness and fifth, recognize that social presence is key to socio-collaborative learning, both in-person and online.

Although the second language literature on Dynamic Assessment (DA)-the unity of assessment and instruction into a singular activity to promote cognitive development-shows promising results, very little has been written about how to educate teachers to use it. This two-cycle, exploratory action research study aimed to understand and address the challenges that the pre-and in-service teachers faced while participating in a graduate course introducing computer-mediated DA. Data from reflective journals, surveys, and transcripts from synchronous online DA tutoring sessions showed that the teachers in Cycle 1 experienced problems managing the levels of the mediating strategies that they used, which was related to the issues of utilizing course-embedded supports, dealing with task pressures, and understanding the DA concept. After modifying the course to attend to these issues, the study found that the Cycle 2 teachers exhibited greater control over the mediating strategies they employed during tutoring sessions than the teachers in Cycle 1. This study presents a contextualized account of certain issues that may arise when introducing DA and ways to manage them. More broadly, the findings underscore the importance of teacher educators investigating their own practices, and highlight the need to connect the concepts that teachers are studying with meaningful and well-supported opportunities for use.

This study investigated the impact of a CALL teacher education workshop guided by the TPACK-in-Action model (Tai, 2013). This model is framed within Technological Pedagogical Content Knowledge (TPACK, Mishra & Koehler, 2006) and advocates a learning-by-doing approach (Chapelle & Hegelheimer, 2004) to understand how English teachers develop CALL competency and adopt the competency in their teaching. Participants were 24 elementary English teachers in Taiwan. The study used a mixed methods design (Creswell & Plano Clark, 2007), collecting and analyzing qualitative and quantitative data concurrently but separately before they were triangulated. Findings show that the TPACK-in-Action workshops had a positive impact on the 24 teachers. In addition to the development of CALL competency, it was also observed that participants demonstrated CALL competency in their teaching, such as selecting online materials and appropriate technology for content teaching, using cloud computing for student interaction, and matching the affordances of technology to meet their instructional goals and pedagogy. In sum, the study provides empirical evidence and a new perspective in the investigation of CALL teacher education. The theoretical and pedagogical implications for CALL teacher education research and practice are discussed.

Current research on computer-assisted language learning (CALL) teacher education shows a need to shift the focus away from a technocentric emphasis on specific technologies to strategies for technology integration (Chapelle & Sauro, 2017). The main reason for this is to prepare teachers to be flexible enough to use current and future technologies in different ways across various contexts. Therefore, this conceptual paper addresses this teacher education issue by exploring four strategies that can be used to show teachers broader ways to think about integrating technology. Drawing upon the most recent literature in the field of CALL, this paper describes each strategy and illustrates it with a possible teaching scenario. It also provides the benefits of each strategy use for both teachers and language learners. Finally, this paper offers recommendations for pre- and in-service teachers, as well as teacher educators, to explore the strategies to integrate technology into their pedagogical practices.

The process, content, and outcomes of teacher education in computer-assisted language learning (CALL) continue to be discussed in the field, with teacher educators employing various approaches to prepare pre- and in-service teachers with the knowledge and expertise to integrate technology use effectively. One tool that can be integrated into CALL teacher education, regardless of the approach, is a virtual immersive environment (VIE). We created a VIE, known as the Virtual Immersive Teaching and Learning lab (VITaL), in our university teacher education setting.

to understand how English teachers develop CALL competency and adopt the competency in their teaching. Participants were 24 elementary English teachers in Taiwan. The study used a mixed methods design (Creswell & Plano Clark, 2007), collecting and analyzing qualitative and quantitative data concurrently but separately before they were triangulated. Findings show that the TPACK-inAction workshops had a positive impact on the 24 teachers. In addition to the development of CALL competency, it was also observed that participants demonstrated CALL competency in their teaching, such as selecting online materials and appropriate technology for content teaching, using cloud computing for student interaction, and matching the affordances of technology to meet their instructional goals and pedagogy. In sum, the study provides empirical evidence and a new perspective in the investigation of CALL teacher education. The theoretical and pedagogical implications for CALL teacher education research...

The increase in educational linguistic diversity and the rise of the global digital revolution, yet the lack of interstices between the two, have laid the foundation for Judith Buendgens-Kosten and Daniela Elner's edited volume, Multilingual Computer Assisted Language Learning. The book introduces Multilingual Computer Assisted Language Learning (MCALL) as 'practice and research related to language learning, acquisition, and use that purposefully integrate more than one language, via plurilingual individuals and multilingual textual and non-textual environments and their affordances, in Computer Assisted Language Learning (CALL) contexts' (pp. xiii-xiv). Though the authors allude to the redundancy of the M(ultilingual) label preceding CALL, they ultimately confirm its necessity in emphasizing not only the rejection of a compartmentalized view of languages, but also the appraisal of all forms of linguistic competence as meaningful. Bringing together a range of perspectives in this edited volume, Buendgens-Kosten and Elsner showcase potential for the multilingual turn in Computer Assisted Language Learning (CALL) to step away from its current theoretical foundation and to practically guide teachers in their use of languages for learning in context-sensitive, flexible, and multilingual ways.