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Journal of Southeast Asian
Language Teaching |
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Book Reviews |
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New Technologies and Language Learning: Cases in the Less Commonly Taught Languages (2002). Carol Anne Spreen. (Ed.). Hawaii. Second Language Teaching and Curriculum Center. University of Hawaii. Pp. 147. ISBN 0824826345. $20 |
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New Technologies and Language Learning: Cases in the Less Commonly Taught Languages by Carol Spreen is a collection of seven papers that were written to identify the strengths and shortcomings of new technologies and related pedagogies for the teaching and learning of less-commonly taught languages (LCTL). Though the edited book is a collection of reports written by institutions funded by the National Security Education Program (NSEP), the purpose of the volume is not to promote NSEP, but instead to help language programs evaluate the use of different technologies in teaching and learning LCTLs (which include Southeast Asian Languages). Through these findings and evaluations, the writers hope to inform and guide the field of language learning and teaching in determining effective technological tools especially for the LCTL. In the preface of the book, the editor excellently discusses the importance of key questions in the success of language programs. Such factors include:
The individual chapters of the book address the above questions through case studies that raise the following issues: Equity in terms of the needs of minority and other under-represented students, issues of diversity in terms of how well LCT language programs are distributed in institutions nationwide, and accessibility (both in relation to web access and specific time availability) to language resources for learners accessing the sites/programs remotely. Chapters also cover current trends in foreign language instructional technologies, describe varieties of technologies that support language programs (e.g. web/internet based activities, interactive television (ITV), different types of audio and video instructional materials), and present initial evaluations of the effectiveness of these tools as they are used in different modes and methods of distribution. Chapter 1 describes and defines the evolution of significant terms and characteristics of instructional technologies, and considers the future of electronic learning (E-learning). These newer types of instructional technologies are suggested models for distance education in the critical and less commonly taught languages. The final discussion of the chapter focuses on the future of these technologies and gives suggestions on how to best maximize them by making appropriate choices in instructional development and implementation. Variables to consider in developing instructional materials may include: student-centered materials, student levels, the possibility of multi-mode delivery, and accessibility to all interested learners. Chapter 2 examines Foreign Language Education at the University of Hawaii with a case study of the web-based courses and the assessment procedures for teaching beginning and intermediate Chinese. This case study focuses on the fundamentals of an effective Distance Education course. It details the use of traditional and alternative instructional strategies and assessment procedures using ITV in evaluating the web-based materials and student-performance. This chapter also presents research findings on student evaluation of the materials and suggestions to address the various shortcomings of web-based instructional materials. Chapter 3 describes the results of a semester-long study at Northern Illinois University on how students used different learning strategies with different web-based tools as they learned new vocabulary words and how these tools affected student success in learning the Tagalog language. The chapter also illustrates the different web-based tools used in gathering the data for the study and discusses the procedures used in the study. The findings suggest that a diverse use of strategies can result in language-learning success. The authors therefore recommend that web-based instructional materials should be used both to train students to use a variety of learning strategies, as well as to find ways to maintain high motivation and to promote both autonomous and collaborative learning. Further research might consider the study of gender differences in the use of language strategies and web-based materials. Chapter 4 examines the technical and pedagogical considerations that helped in the development of web-based video modules at the CenAsiaNet at Indiana University. CenAsiaNet provides Internet-based modules for four critical languages of the Caspian/Central Asian region; namely the Azeri, Kazakh, Turkmen and Uzbek languages. The modules used video news segments from SCOLA, a non-profit educational consortium that receives and transmits television programming from different countries. The chapter also discusses overcoming the pitfalls of developing languages that have no standardized fonts and presents strategies on how to develop student listening skills in comprehending authentic broadcasts. Chapter 5 presents the organizational structure of the National Association of Self-Instructional Language Programs (NASILP), the oldest professional forum devoted to fostering the study of least commonly taught languages (LCTL). The chapter also features the different NASILP resource technologies available to other interested institutions including MaxAuthor, a free multimedia authoring system for language instruction from University of Arizona. This program enables teachers to create interactive exercises and multi-media instructional materials in over 22 languages. Chapter 6 examines the collaboration made by students and teachers at the Five College Foreign Language Resource Center at the University of Massachusetts in the overall construction of the LangMedia site. The LangMedia site focuses on some of the least commonly taught languages including Arabic, Thai and Indonesian. The chapter discusses the process the program used in developing video web-based instructional language materials that gives international students an opportunity to record video segments from their countries of origin. Finally, included in the appendix are instructions to students on how to make videos and a list of suggested footages to film. Chapter 7 discusses the collaborative work of different institutions namely: Montana State University-Bozeman, the University of Washington, and Al Akhawayn University in Morrocco, in combining their resources to make language learning affordable, accessible and portable. The chapter outlines an instructional model that promotes a virtual classroom that spans three different time zones. It also discusses how learners and instructors maximize the use of these internet based language materials while spontaneously utilizing the remote availability of all the participants. While the chapters each describe and promote specific technology used in their programs, all suggest a trend in learning and teaching language that integrates multiple computing or technological resources. However, a majority of the case studies also conclude that current web-based instructional materials do not exclusively and sufficiently support instruction in speaking. Traditional classroom-based language learning and teaching is still necessary in the beginning levels but might be done most effectively in combination with the use of appropriate E-learning instructional materials. In summary, the case studies provide a helpful survey of different programs and language technologies and an excellent resource in informing language teachers and language program administrators of these new trends. The case studies can help guide professionals in the field to continue to research the effectiveness of these tools and their delivery, to encourage institutions to explore possible collaboration, and to make the maximum use of available resources. Rhodalyne Gallo-Crail, Editor’s note: Rhodalyne Gallo-Crail is the editor of this section. If you would like to consider reviewing a book for JSEALT, please contact her via email at TL0RQC1@wpo.cso.niu.edu To view the Guidelines for Book Reviews, click on the submissions button of this journal. |
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Copyright © JSEALT 2005. All Rights Reserved. |
