Technology standards that focus on how English language teachers, teacher educators, and administrators can and should use technology in and out of the classroom.
Published in Chapter:
Establishing a Praxis Between Sociocultural Perspectives and CALL-Based Practices
Seth Cervantes (University of Southern California, USA), Amirhossein Monfared (Alliant International University, USA), Soo Min Lee (Alliant International University, USA), and Monica Jackson (Alliant International University, USA)
Copyright: © 2021
|Pages: 22
DOI: 10.4018/978-1-7998-6609-1.ch003
Abstract
The field of computer-assisted language learning (CALL) has grown in terms of second language acquisition (SLA) theory. Researchers have linked sociocultural theories to CALL, noting that technologies can create communities of practice. Although many L2 learners and language teachers are proficient in the use of technology, this does not mean they can use it systematically to learn or teach. The aim of this chapter is to connect current sociocultural perspectives with CALL-based technologies. The first part discusses interactionist and sociocultural theories of SLA and shows how technology can build communities of practice, encourage reflection, and ultimately promote autonomous learning. The second section describes three CALL-based practices: (1) wikis, (2) role-playing games, and (3) online record-keeping. Each description links these practices to sociocultural perspectives of SLA theory and TESOL technology standards (TTS).