2. Enseñanza de lenguas asistida por ordenador

Definición de CALL




Levy (1997) provides the following succinct definition of CALL:

"Computer Assisted Language Learning (CALL) may be defined as 'the search for and study of applications of the computer in language teaching and learning'."

                  Levy M. (1997) CALL: context and conceptualisation, Oxford: Oxford University Press.

3. CALL typology and CALL software evaluation


 


in  Davies, G.(1999)  ICT4LT Module 1.4 - Introduction to Computer Assisted Language Learning (CALL)
http://www.ict4lt.org/en/en_mod1-4.htm
 

When CALL began to reach a wider audience in the 1980s, a number of efforts were made to classify CALL programs. The following are examples of attempts to arrive at a definitive CALL typology. Selected program examples are shown in italics.

3.1 Davies & Higgins (1985)

3.2 Jones & Fortescue (1987)

3.3 Hardisty & Windeatt (1989)

3.4 Warschauer (1996)

Warschauer (1996) distinguishes three phases of CALL, illustrating the development of an increasing number of different ways in which the computer has been used in language learning and teaching. This may be useful as a starting point in considering essential pedagogical and methodological issues. The three phases that Warschauer distinguishes can be summarised as:

3.5 Levy (1997)

Levy (1997:118ff.) analyses the results of a comprehensive CALL Survey which he carried out among authors of CALL materials in order to determine what kinds of conceptual frameworks lay behind their work. The CALL Survey was concluded in early 1991, which follows the boom period in CALL in the 1980s and pre-dates the advent of the Web in 1993. There was strong support among Levy's respondents for the communicative approach to language teaching and task-based learning, but a substantial number also favoured formal grammar instruction. On the whole, however, most respondents declared their approach to be eclectic. As for the role of the computer in CALL, most respondents favoured a non-directive role, with very few supporting the idea of the computer replacing the teacher. There was a significant lack of references to innovative pedagogical approaches:
Data-Driven Learning was the only new approach to language teaching that was cited by survey respondents as a direct result of the attributes of the computer. In other words, this approach has been conceived with the computer in mind. (Levy 1997:123). See Module 2.4.

3.6 Plus ça change...?

What is interesting about the program examples listed above is that most of the programs are still available in updated versions and are as popular with the new generation of language teachers as they were with the old: "Plus ça change, plus c'est la même chose" (Davies 1997:27). Text manipulation in particular is alive and well and features prominently in this module (Section 8, below).

It is also interesting to note that generic applications, e.g. word-processors (v. Module 1.3), were perceived as useful way back in 1985 (Davies & Higgins:44), and that as early as 1989 Hardisty & Windeatt were aware of the importance of communications technology (v. Module 1.5) and concordancing (v. Module 2.4).

Text mazes (also known as action mazes) seem to have lost their appeal for some reason or other: see Berer & Rinvolucri (1981) for some good, printed examples of mazes. This is a pity, as mazes are useful reading exercises and they can be especially stimulating for group work. With the advent of HTML authoring packages writing a maze is a piece of cake. See Ruth Vilmi’s Xercise Engine and her demo maze at:
http://www.kolumbus.fi/rvilmi/XEDemo/books/demo/demo/index.html
See also the new Quandary package at:
http://web.uvic.ca/hrd/quandary

Some packages that first appeared on videodisc, e.g. Montevidisco and Getting the Message, became available on CD-ROM when videodisc technology became obsolete. It is surprising that more simulations such as Granville, Montevidisco (Schneider & Bennion 1984) and Expodisc (Davies 1991) have not found their way on to CD-ROM. Who is Oscar Lake? is a recent series of CD-ROM programs for the language learner that falls into the category of a simulation or adventure: see Module 2.2, Section 1.2 & Section 3.4.9, and Module 3.2, Section 5.10.

As CALL has moved on it appears that certain skills have been lost, e.g. the analysis of free-format input that characterised the CLEF package: Holmes & Kidd (1981) and Holmes (1984:27ff.). While presentation features such as full-colour graphics, sound and video have improved in leaps and bounds there has been an increasing tendency to neglect features such as discrete error analysis, feedback and branching. The trend today seems to be towards a point-and-click-let's-move-on-quick approach. Levy (1997:xi) sums it up:

"I believe the CALL community needs to build upon what has gone before, rather than be led purely by the capabilities of the latest technological innovation. With the almost monthly appearance of new hardware and software there can be a tendency for those interested in CALL materials development simply to pick up the latest machine or technological option and get to work on a project. If the technology has not been widely distributed, it is rather too easy to impress. Moreover, past work and valuable experience can be ignored or overlooked. It is usual, when commencing research in other fields, to review and extend the work of others, but with CALL the approach can sometimes be a little more cavalier. Over the last three decades, a substantial number of CALL programs have been created. The concepts and principles underpinning the best of these programs do not necessarily become obsolete when the computer that is used to run them is retired. In fact, the valuable knowledge and experience that has accumulated through this work needs to be absorbed and used to inform new projects in the future."

3.7 Evaluating CALL software

 

 

As you can see from the range of different types of CALL programs listed above, it is difficult to apply one set of evaluation criteria to CALL software, and then there is the issue of how you intend to use the package in your teaching programme, e.g.

The key issue, as Chris Jones pointed out as long ago as 1986 is: "It's not so much the program: more what you do with it" (Jones 1986). We pick up this theme again in Module 2.1.

When examining a new software package it may be useful to ask yourself the following questions:


Click here to download the CILT Software Evaluation Form: evalform.rtf.    Lien   http://www.ict4lt.org/en/evalform.rtf
 

CALL: computer assisted language learning
ALAO: apprentissage des langues assisté par ordinateur
EAO:  enseignement assisté par ordinateur
APO:  applications pédagogiques de l'ordinateur
 

Pistas  y referencias

Barlow, H.  Home page:  http://www.ruf.rice.edu/~barlow/

Higgins J. & M  Home page: http://www.marlodge.supanet.com/

Ruth Vilmi's Web World  http://www.ruthvilmi.net/hut/

Davies, G.(1999)  ICT4LT Module 1.4 - Introduction to Computer Assisted Language Learning (CALL)
http://www.ict4lt.org/en/en_mod1-4.htm

Warschauer, M.  Home Page": http://www.gse.uci.edu/markw/
Recent Papers (articles consultables sur Internet):  http://www.gse.uci.edu/markw/papers.html

C&IT Centre Home - University of Hull (Fred Riley)
http://www.hull.ac.uk/cti/

Computer Assisted Language Learning CALL (Jim Duber, Todd Blayone and Chorus)
http://www-writing.berkeley.edu/chorus/call/

CALL: Computer-Assisted Language Learning (J. Samuels - University of Wisconsin-Madison)
Language-Specific CALL Resources for the UW    http://polyglot.lss.wisc.edu/lss/staff/erica/CALL/

Articles and websites about CALL (Claire Bradin Siskin's Page)  http://edvista.com/claire/call.html#art

Enseñanza Asistida por Ordenador (Carmen Coronado)
http://www.ctv.es/USERS/carmen/call.htm

Bibliografía sobre Enseñanza de Lenguas Asistida por Ordenador y sobre Aprendizaje por Internet
(G.Ruiperez UNED)   http://www.uned.es/lidil/filalem/bib_doc.htm

Colloques EUROCALL:  Eurocall 99 (Besançon); Eurocall 2000  (Abertay Dundee, Scoltland)

History of CALL   http://www.history-of-call.org/
Une rétrospective historique (ALAO) http://130.88.244.234/HistoryOfCALL/canadatitle.htm
 

Programa TIC aplicadas a la enseñanza de lenguas
 

I. Introducción a las tecnologías de la información y la comunicación (TIC) en la enseñanza de lenguas

1. Definición de TIC e Internet:  Hipertexto, multimedia, ciberespacio, inteligencia colectiva
2. Enseñanza de lenguas asistida por ordenaror (CALL)
3. Cuestiones metodológicas: interacción, tareas, tutorización, papel del docente
4. Potencial pedagógico y límites de las TIC e Internet
5. Enseñanza/aprendizaje presencial (aula, sala multimedia) y a distancia (campus virtual)
6. Solftware y materiales multimedia


Copyright ©   2003  -  Mario Tomé
Français langue étrangère et Internet (FLENET)
Universidad  de León  (España)