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Technology Enhanced Language Learning: Connecting Theory and Practice

Aisha Walker and Goodith White, Oxford: Oxford University Press, 2013. Pp. xvi + 208.

Reviewed by Darío Luis Banegas, University of Warwick, UK, & Ministry of Education of

Chubut, Argentina

In a world where information and communications technology is almost ubiquitous, foreign

language teachers need to come to terms with how technology is revolutionising the way in

which languages are taught and learnt in formal settings. In this landscape, Technology

 Enhanced Language Learning: Connecting Theory and Practice  by Walker and White

offers current views, discussions, perspectives, and tools for teachers. The intended

audience is teachers who work with children, teenagers, or adults at university level.

The book is divided into twelve chapters and it features a companion website from which

readers can access the links and resources included in the book. Each chapter opens with

quotes and includes the chapter aims through questions. Additionally, chapters contain an

introduction, a summary, and suggested further readings. Chapters 3-11 also feature

carefully instructed tasks aimed at making readers experience TELL (Technology

Enhanced Language Learning) themselves and think about how to implement those tasks

and Web 2.0 tools with their learners so as to build bridges between theory and their

situated practices.

In Chapter 1, Walker and White introduce TELL and assert that it is based on the view that

technology is one of the elements where language operates. This position is elaborated in

Chapter 2 through the relationship between context, communication and digital

technologies. In this relationship, Chapter 2 sheds light on language construction and

microblogging, authorship and voices, technolect, and orthography, among other features of

digitally-mediated conversation. One illuminating discussion in Chapter 2 is that about

“digital natives vs. digital immigrants.” The authors put forward that it may be misleading

to think that young people are intrinsically interested and experts in digital technologies.

Chapters 3-5 deal with language skills. In Chapter 3 the authors focus on spoken language

on the internet with a pedagogical intent. They review the literature on listening skills and

strategies for language learning before sharing ideas for teaching listening skills through the

use of technology. A similar approach is found in Chapter 4 where they summarise the

differences between L1 and L2 reading. Only then do they address how technology has

influenced what and how we read, and how technology can aid teachers at promoting

reading skills through digital graphic organisers or interactive stories. In turn, Chapter 5

moves to writing and presents an informative outline of product and process approaches.

 

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Plagiarism and notions of authorship and ownership are particularly examined given the

exponential amount of writing in cyberspace.

Chapter 6 discusses the role of visuals in language learning and how visual literacy is as

important as learning to read words. This leads to an understanding of multimodality and

learning and how both teachers and learners can now manipulate all the modes available. In

this regard, Walker and White contend that one of the central roles teachers will have is that

of helping learners become critical users and developers of multimodal texts. This chapter

should be seen as a running thread throughout the book since the different tasks and

resources suggested amalgamate different modes as well as language and thinking skills.

Chapters 7 and 8 show the scope of the book in terms of learner ages. Chapter 7 explores

TELL with university learners. Plagiarism is reexamined and framed in higher education

 practices. The authors also reflect on the use of VLEs (Virtual Learning Environments) in

face-to-face or online learning, and offer ways to develop evaluation skills towards

reliability of sources and academic writing features such as referencing. Chapter 8 centres

on learners between the ages of seven to eleven. The authors address the role of technology

in the curriculum and return to the now challenged dichotomy of digital natives vs digital

immigrants. Although their main concern seems to be on online safety and cyber-bullying,

they move on to more literacy-related topics such as the use of tactile interfaces or

storytelling through TELL.

As it is usually the case with ELT coursebooks, assessment is found almost at the end.

Chapter 9 explores the advantages and disadvantages of using CATs (Computer-adaptive

tests) and other traditional (e.g. multiple choice tests) and alternative (e-portfolios)

electronic assessment tools and the washback effect on language learning and teaching.

Yet, the authors build up a case for promoting technology in testing and assessment. While

their supporting views are valid, readers may note that concerns which may emerge through

the process are not equally problematised.

Chapters 10  –  12 focus on teachers as users of technology themselves and their roles in

TELL. The authors assert that, following a pyramid of skills, teachers need to move from

 basic ICT competence to creating their own style and digital materials based on informed

decisions. Therefore, these three chapters highlight TELL as part of teachers’ professional

development and provide suggestions for evaluating TELL materials and adding some of

them to a coursebook, which the authors see as a work plan. Chapter 12, emphasises the

complementary nature of TELL materials and explores how mobile devices and games are

aspects which need to be examined in the fast changing techn-ecology teachers and learners

inhabit.

Overall, the book is a useful resource for newcomers to the profession as well as

experienced teachers since the book does not explore technology in isolation. Walker and

 

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White have carefully built a pedagogical framework and their conceptualisations, tasks, and

 pyramid of skills run across the contents thus connecting theory and practice. Indeed, the

authors do not plunge into foreign language learning and pedagogies from the start but first

 paint a picture of current language use and development in these digital t imes. In so doing,

they aim at helping readers reflect on the status of languages, their evolution, and also how

language adjusts to our dynamic realities as human beings and language users. In general,

the authors write in simple terms to a wider readership. Nevertheless, at times the intended

audience seems to be teachers in contexts where technology is affordable, reliable, and up-

to-date.

Dr Darío Luis Banegas is an associate fellow at Warwick University (UK) and a teacher trainer and

curriculum developer at the Ministry of Education of Chubut (Argentina). He is involved in online and face-

to-face teacher education programmes and leads projects on action research and CLIL (Content and Language

Integrated Learning). He is the current editor of the Argentinian Journal of Applied Linguistics. His main

interests are: CLIL, materials development, action research, and pre-service teacher education.