Bridging the Language Gap With Emergent Technologies

Bridging the Language Gap With Emergent Technologies

Jorge Francisco Figueroa (Texas Woman's University, USA)
Copyright: © 2020 |Pages: 19
DOI: 10.4018/978-1-7998-1219-7.ch006

Abstract

The use of technology in language instruction revolutionized the way and the feel education was provided. Several modes helped students with their language gap. Nowadays, emergent technologies including the Web 2.0, gamification and game-based learning, and immersive technologies has taken language education by storm benefitting and bridging the language gap. This chapter provides an overview of how emerging technologies are changing the paradigm and contributing positively as a bridge to confront the language gap.
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Overview On Call And Tell

When exploring the use of technology and its application in second language acquisition, it is important to understand the concepts of CALL and TELL. Both have been instrumental in their own right to establish the important vision of using technology as a way to bridge the language gap. CALL has an established presence on academia (Hubbard & Levy, 2006) and it is defined as the application of the computer in language teaching and learning. CALL followed a behavioristic approach when it started back in the 1950s and 1960s. It was full of extensive and repetitive language drills, grammatical explanations, and translations tests which made the English language learner bored and not engaged. Later Communicative CALL emerged focusing on the cognitive theories of the 1970s and 1980s where learning became a process of discovery, expression, and development. As part of the changes, computer-based activities were implemented and thanks in part to the emergence of the personal computer grammar was started to be taught explicitly rather than implicitly, along with simulated individual and pair exercises (Figueroa, 2015). In the last part of the 20th century, CALL moved to an integrative approach based on a socio-cognitive view and focusing specifically on providing authentic social context experiences (Figueroa, 2015). This approach implemented by CALL gave the opportunity to English language learners to work with task-based, project-based, and content-based activities along with a student-centered use of technology. Integrative CALL gave them the opportunity to develop, practice, and combine their listening, speaking, reading, and writing skills as well as gaining substantial knowledge of the technology tools.

Key Terms in this Chapter

Language Gap: A lack of accessibility to a specific language based on several socio-economic factors.

Gamification: Application of game elements to any activity.

Instructional Technologies: Technologies specifically designed for creating learning experiences.

Virtual Reality: An experience that takes place fully online and simulated. It is 100% digital.

Game-Based Learning: The use of educational games for specific educational purposes.

Web 2.0: Term used to refer to the new world wide web.

Augmented Reality: An interactive experience where the user points an object with a mobile device and a 3D overlay appears.

English Language Learners: Students who are not able to communicate in English. Most of the time, English is not their native language.

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