Since I began teaching in 2002, I have seen spurts of enthusiasm guide the adoption of new teaching tools and materials, many of which soon become abandoned. Innovation and experimentation have permeated the teaching profession for centuries. This was true from the beginning of formal education in the United States when Horace Mann saw uncharted and unexplored possibilities, and expressed “But this experiment has never yet been tried… Here, then is a new agency, whose powers are but just beginning to be understood, and whose mighty energies, hitherto, have been but feebly invoked; and yet, from our experience, limited and imperfect as it is, we do know that, far beyond any earthly instrumentality, it is comprehensive and decisive…” (Tenth and Twelfth annual reports to the Massachusetts Board of Education, 1846 and 1448). Similarly, the power and possibilities that technology offers are also just beginning to be understood. Fortunately, in the 21st century, thanks to technology itself, there is ample research available to help guide our decisions before jumping blindly into the adoption of digital tools drawn by euphoric novelty. The number of digital tools that are available are so vast and varied that the task of selecting tools that best fits both, 1) our specific teaching situation, and 2) the unique learning needs of each one of our students, can be daunting for many educators.
ISTE Standard for educators 1 states “Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.” Specifically, standard 1c includes “Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.” Inspired by this standard, and the need of resources that World Language educators can reference to stay current with research, I contemplated the following questions: What digital technologies used for world language learning are supported by research in education, psychology, and neuroscience? What journals and/or sites offer the latest information on research regarding the relationship between digital technologies and the acquisition of a foreign language?
My quest of investigating and curating resources that address these questions became quite complex and extensive. For purposes of this blog, I will limit my writing to condensing and summarizing the resources and my findings. However, it is my intention to amend, supplement and update this blog with more detailed information. In other words, this is a blog in progress.
Tech tools for the World Language Classroom
When lesson planning, start by identifying the target skill, and learning objectives. Next, brainstorm possible learning activities, and define the best tool type for the activity, Finally, find the tool that will enhance and transform the learning experience. Keep a log to document how it went. The following table provides only a small sample of the many tools available for learning. They are categorized by tool type and presented in a possible learning activity where its use may enhance the learning experience. The table is also a project in progress, and I will continue to add, and update it. Please click on the table to access the document.
In order to answer the question, “What journals and/or sites offer the latest information on research regarding the relationship between digital technologies and the acquisition of a foreign language?” I reached two Facebook groups I follow with the following question: Tech for World Language & iFLT/NTPRS/CI “What is your favorite resource for staying current on the latest research on digital tools used in world language learning?” While most responded that Social Media was how they stayed current, a few recommended memberships to associations such as IALLT, ACTFL, AATSP, and AATF.
- International Association for Language Learning Technology IALLT
This association offers a free online magazine on technology integration, they offer conferences, manuals, webinars, online collaborative groups and a platform for information exchange.
- American Council on the Teaching of Foreign Languages ACTFL
ACTFL provides a list of language specific organizations so teachers can look for the association that best addresses the specific language they teach.
- American Association of Teachers of Spanish & Portuguese AATSP
This association is the largest language-specific professional association in the US. There are six different membership types to join this association: regular membership costs $45.00 the first year, then it costs $65 yearly. Student membership costs $25 a year. There are also joint, life, emeritus and honorary memberships varying in cost. A detailed list of benefits for members is listed here.
- American Association of Teachers of French AATF
This association is geared towards French educators specifically. Nevertheless, the support includes world language learning and technology.
Journals
The following journals were the most relevant in helping me gather resources to address my questions. Although there are many more resources that are just as valuable, these three journals serve as a starting point. I welcome the readers of this blog, to add to the recommendations by posting a link and/or comments.
Second Language Research is an international peer-reviewed, quarterly journal, publishing original theory-driven research concerned with second language performance. Includes experimental studies and contributions aimed at exploring conceptual issues. https://www.jstor.org/journal/secolangrese
Free access through EBSCO/host
Available at SPU periodicals and microform. Online access shows at “Not loanable” but print items are requestable.
Journal of Foreign Language Education and Technology: publishes research related to education, foreign language education, ICT and educational material development.
Free online access
The Language Learning Journal: Publishes international research on the learning of foreign language, including teaching, pedagogical practices, multilingualism and multiculturalism.
Accessible through SPU. A request needs to be created. It takes 2 to 5 days to receive access.
Annual subscription: Student $44.00 Personal: 146.00
Social Media
It is also important to mention that a great number of teachers rely more on social media such as Facebook, Twitter and TickTock for recommendations on teaching tools, ideas, and resources.
Books, handbooks, and articles.
The handbook of technology and second language teaching and learning (2017) by Sauro & Chapelle, is a 503 pages document that explores the impact that digital tools have on second language learning. It is divided in four parts: 1) language teaching and learning through technology, 2) the technology-pedagogy interface, 3) technology for L2 assessment, and 4) research and development of technology for language learning. It covers grammar, vocabulary, reading, writing, listening, speaking, pragmatics, intercultural learning, new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development.
The book, by Caine, R., & Caine, G. (2011) Natural Learning for a Connected World, includes 20 topics divided in four parts, covering the relationship between Education, Technology and the Human Brain. It discusses an approach, “The Guided Experience Approach,” which integrates technology into teaching based on research from biology, education, neuroscience and cognitive psychology.
- Two fundamentally different views of learning. This section describes the experiences of today’s students in schools, the beliefs about learning and teaching, and the impact of technology in education.
- What is natural about learning? This section introduces an approach to learning and teaching “that is supported by psychology and neuroscience.”
- The Guided Experience Approach. The body/mind connection. This section explains the connections between the mind and the body that relate to learning, such as motivation, and alertness.
- The Guided Experience Approach. This section includes details from two schools that have implemented the Guided Experience Approach.
The Distracted Mind – Ancient brains in a High-Tech World (2016), by Adam Gazzaley and Larry D. Rosen, is a fantastic book that draws from research on the brain, the psychology of technology and pedagogy to make a case on how technology is reshaping our brains negatively. The book explains how shifting our attention constantly impacts our mental, emotional and physical health, and provides a solution for taking control of our distracted mind through training our brain and changing our behavior. The relevance of the research presented in this book is important because educators need to understand educational interference. Digital tools can either worsen or improve our attention. This book can help educators understand how a “perfectly” design lesson may not render the expected results because students are not able to stay focused.
Poole, F (2020). A systematic review of digital games in second language learning studies is an article that reviews and evaluates the current field of research involving empirical studies that investigate the impact of digital games on L2 development. It identifies games used in research from 2012 to 2017. It explores the potential benefits that technology has on student motivation, interactivity, feedback, vocabulary learning, writing skills and reducing anxiety associated with learning L2.
Conclusion
Trying to stay informed on everything can quickly become overwhelming. After reviewing the journals, books, associations, and several social groups, I came to the realization that while one source may not be comprehensive enough to keep me updated on all the latest research, it still provides substantial value. I was personally drawn to the lengthy books. My recommendation is to alternate sources regularly because this helps us stay more thoroughly informed. Follow one resource for a week or a month, then switch to reading a new or different journal, website, or book.
References
Brown, P. C., & etal, (2014). Make it stick – The Science of Successful Learning.
Burns, M. (2016). The Value of an Authentic Audience. Edutopia.org https://www.edutopia.org/article/value-of-authentic-audience-monica-burns
Caine, R., & Caine, G. (2011) Natural Learning for a Connected World. Education, Technology and the Human Brain.
ISTE (2021). ISTE standards for educators. (2021). Retrieved from: https://www.iste.org/standards/for-educators
Poole, F (2020). A systematic review of digital games in second language learning studies. International Journal of Game-Based Learning 10(3). https://www.igi-global.com/article/a-systematic-review-of-digital-games-in-second-language-learning-studies/257017
Quest at Quest Teaching (2017). Rubrics Made Easy. http://questteaching.com/wordpress/interactive-rubric-builder/
North Carolina Department of Public Instruction. World Languages – Digital Tools by Communication Mode. Retrieved May 2nd, 2020 from https://sites.google.com/dpi.nc.gov/worldlanguages/resources/teaching-remotely/digital-tools
Sauro, S., & Chapelle, C. (2017) The handbook of technology and second language teaching and learning. Retrieved from: https://onlinelibrary-wiley-com.ezproxy.spu.edu/doi/epub/10.1002/9781118914069
Spathis, E., (2019) 6 top tech tools for world language classroom. Edutopia.org https://www.edutopia.org/article/6-top-tech-tools-world-language-classes
