Teacher Education in Computer-Assisted Language Learning

Euline Cutrim Schmid

ISBN 10: 1350100994 / ISBN 13: 9781350100992

Published by Bloomsbury Publishing PLC, GB, 2019

About this Item

Even though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning (CALL) teacher education is still reported as inadequate. Why is this? This book elaborates on some of the existing concerns and through deft analysis of longitudinal data begins to piece together a future road map for CALL teacher education.The book adopts a sociocultural approach, based on the principle that teaching (and learning how to teach) is a long term, complex developmental process that operates through participation in social practices that come with the territory. Euline Cutrim Schmid highlights the need for situated and localized learning, pre-service and in-service collaboration and collaborative peer-assisted learning. Above all of this, the book recommends and proves the efficacy of socially aware and professional reflective practice. This is an essential sociolinguistic take on the computer learning revolution.

Seller Inventory # LU-9781350100992

Bibliographic Details

• Title: Teacher Education in Computer-Assisted Language Learning
• Publisher: Bloomsbury Publishing PLC, GB
• Publication Date: 2019
• Language: English
• ISBN 10: 1350100994
• ISBN 13: 9781350100992
• Binding: Paperback
• Condition: New
• Dimensions: 15.3W x 1.27H x 23.4D centimeters 15.3 centimeters width by 1.27 centimeters height by 23.4 centimeters depth
• Weight: 340 grams

About this title

Synopsis

Even though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning (CALL) teacher education is still reported as inadequate. Why is this? This book elaborates on some of the existing concerns and through deft analysis of longitudinal data begins to piece together a future road map for CALL teacher education.

The book adopts a sociocultural approach, based on the principle that teaching (and learning how to teach) is a long term, complex developmental process that operates through participation in social practices that come with the territory. Euline Cutrim Schmid highlights the need for situated and localized learning, pre-service and in-service collaboration and collaborative peer-assisted learning. Above all of this, the book recommends and proves the efficacy of socially aware and professional reflective practice. This is an essential sociolinguistic take on the computer learning revolution.

About the Authors

Euline Cutrim Schmid is Full Professor of TEFL and Applied Linguistics at the University of Education Schwaebisch Gmuend, Germany.

Michael Thomas is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University, UK.

Mark Peterson is Associate Professor of Linguistics at Kyoto University, Japan.

Mark Warschauer is a Professor in the Department of Education and the Department of Informatics at the University of California, Irvine, Director of UCI's Ph.D. in Education program, and founding director of UCI's Digital Learning Lab.