New Trends in ICTs and Computer Assisted Language Learning (CALL)

New Trends in ICTs and Computer Assisted Language Learning (CALL)

Bolanle A. Olaniran
Copyright: © 2011 |Pages: 14
DOI: 10.4018/978-1-60960-497-4.ch012
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Abstract

This chapter explores information communication technologies (ICTs) (e.g., computer-mediated communication) and the implications for use in language learning and second language learning (L2). Further, the chapter presents culture and new trends in ICTs for L2 learning. Specific modality, challenges, and issues for future considerations in L2 learning are discussed. The chapter argues for the need to understand culture and contextual appropriateness of L2 learning in ICT environments. Finally the chapter contends that ICTs are best relegated as a supplemental role or tools, rather than as an outright substitute for traditional L2 learning and curricula.
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Culture And Language In Online Environments & Cmc

The challenge of culture in e-learning environments has been identified (Olaniran, 2006a). Culture introduces certain complexities to learning as a whole and specifically to second language (L2) comprehension with communication technologies. To this end, a number of scholars have called for the importance of considering culture and language when designing curriculum for international students in computer environments (Morse, 2003, Olaniran, 2007, 2007; Osman & Herring, 2007; Patsula, 2002; Usun, 2004). Addressing L2 learning or culture will be incomplete without addressing the dimensions of cultural variability, which offers a way to identify how culture influences human communication interaction and in particular L2 learning. Furthermore, dimensions of cultural variability helps to draw implications for L2 learning in technology environments. Following is a discussion of the dimensions of cultural variability proposed by Geert Hoftede and is often used to explain culture.

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