erben and sarieva ch 1 and 2

Sheila Wallace
Ling 611
Erben and Sarieva ch 1-2 pp 13-20

Erben T. (2008). Introduction : CALLing all foreign language teachers. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp. 1-5). Larchmont, NY: Eyes On Education, Inc.
This section introduces the readers to integrating technology in the language classrooms. It introduces the readers to how this book will provide foreign language teachers with a guide and framework for integrating technology into the classroom. It describes how teachers could become knowledgeable in learning how to integrate an array of technology into the learning practices in a systematic way to infuse technology into the teaching and learning process.
It provided me with the pre-reading update on what the chapter will entail and encouragement to embark on infusing technology in the classroom.

Erben T. (2008). Incorporating computer-assisted language learning. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp.7-12). Larchmont, NY: Eyes On Education, Inc.
This section defines the guiding principles of language teaching within the constructivist framework. It states that standards for second language teaching came about in the 1990’s byt the American Council on the Teaching of Foreign Languages (ACTFL). The 5 C’s- communications, cultures, connections, comparisons, and communities were designed under ACTFL to improve foreign language teaching. In addition to ACTFL International Society for Technology in Education (ISTE) also developed standards in hopes to integrate technology into the language curriculum. This section also ties in the SLA research into second language teaching.

Erben T. (2008). Using technology for foreign language instruction: Creative innovations, research and applications. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp. 13-20). Larchmont, NY: Eyes On Education, Inc.
This chapter touches on the fact that teachers and educators are often times frustrated by their own lack of technological skills to effectively use technology to teach a second language. It talks about the impact of technology in the classroom practices using authentic material, cooperative learning, student centered learning, learner autonomy and motivation. It also describes some challenges of technology use in foreign language classrooms. The most important information that I gleaned form this chapter is the use of best practices for using technology in the classroom which includes knowing my students learning needs to plant effectively and provide support for technology, choosing material that fits the student’s learning potential, allowing students to work collaboratively with one another, and to provide a more autonomous learning environment for students.