The History of CALL: The intertwining Paths of Technology and Second/ Foreign Language Teaching

 Zahra Al-Qahtani

Pascoe, M. (2011). The History of CALL: The intertwining Paths of Technology and Second/ Foreign Language Teaching. International Journal of Computer-Assisted Language learning and Teaching,1(1), 16-32, January-March. Retrieved from http://www.irma-international.org/viewtitle/51344/

Here is my  presentation summary of the article (The History of CALL: The intertwining Paths of Technology and Second/ Foreign Language Teaching) by Mary Ellen Butler-Pascoe.

The article presents a historical overview of the development of CALL  from the early years of the mainframe computer to the integrative technologies of the 21^st . It examines the evolution of CALL in correlation with  the field of Second/ foreign  language teaching .

Introduction:

Technology today provides both opportunities and challenges to computer using language teachers. Teachers become aware nowadays of the need to integrate technology in their teaching. So, its important for second  language teachers to understand the evolution of both field ( educational technology and second language teaching) in order to understand CALL.

These two fields were based on the recognition and transformation of the past best practices and theories in language learning. From the early beginning in the 1960s, when behaviorist theories were dominant to the integrative technologies of the 21^st century.

·         Early CALL and Structural language Teaching

It has its origins in the 1960s with development of mainframe of computer and programs used in universities at that time. There was a computer courseware located on the campus and accessed by students through terminals. For example, PLATO system in the US which is a program introduced for the teaching of  a Russian  reading course based on grammar- translation method. The program stressed direct  translation, grammar explanation , vocab.  and grammar drills. The structure was emphasized. The programmed instruction relied on psychological behaviorist principles of positive reinforcement and immediate feedback.

Another method in this era was the Audio-Lingual Method. According to structural linguists, language is learned by focusing on structural patterns which can be attained through memorization, over-learning and repetition.

However, the behaviorist theory was attacked by Chomsky's Transformational- Grammar theory  in the 1980s and the 1990s.It accounts for the speaker's creative ability to produce sentences not heard or spoken before, i .e,  a cognitive basis for language development.

So, there was a shift from teaching structure through memorization, drills and practice exercises into teaching meaning by focusing on the learner's environment as a source of meaning .

The cognitive psychologists discovered the shortcomings of the Audio-Lingual Method in its inability to teach long-term communicative competence. This realization leads to the appearance of the Communicative Language Teaching Approach (CLT) of the 1980s and the 1990s.

·         Era of Innovative SL Methods Waiting for Technology Vehicles

This part examines the ground -breaking approaches and the features of each method which played a significant role in the evolution of today's CALL.

1)      Suggestopedia and the Silent Method

These were based on cognitive theories. They stressed  the importance of relaxation and  a stress free environment. This can be achieved using activities such as surrogate identity adoption and imaging to reduce anxiety.

 

This is reflected in online chat rooms in which surrogate identities communicate via text messages in virtual 3-D environment such as Second Life which assume the identity of avatars.

2)      Silent Method

 The silent feature encourages students  to correct language by themselves with  the teacher working as a facilitator of language learning process. Using problem-solving activities  and manipulation of physical objects activities.

 

This is reflected later in task-based and inquiry- based learning. For example, Webquest model developed by Dodge.

3)      Community Language Learning Method

It emphasizes the interpersonal communication and trust between the students and the teacher. It is a student- centered method which engaged students in small group tasks.

This method has influenced the roles played by the teacher and the learner. The teacher is the facilitator of the online information and the students use web resources  to work independently with peers on real world tasks. 

4)      Total Physical Response method (TPR)

It stresses communication. It's based on the natural order theory of First language acquisition by concentrating on listening practice and delaying oral production.

This is reflected in a software program  Active English Interactive: TPR on Computer. This program offers students listening practice while manipulating objects on computer screen in response to commands from the  computer.

5)      Monitor Model of Krashen

He draws attention to the role of the comprehensive input in the process of language learning (Input Hypothesis).

This is reflected in the vast information and the various types of input provided by personal computers and the internet. Students can use the World Wide Web (W.W.W) and utilize multimedia online resources.