Erben Ch 2 and 3

(Chapter 1 is an introduction to the book Callling All Foreign Language Teachers: Computer-Assisted Language Learning in the Classroom. This chapter talks about why teaching foreign language using technology will benefit foreign language teachers as well as students. In today’s world and age, our youth are in the digital times; therefore using technology in schools will tap into their interest and learning style.)

Sarieva, I., & Zoran, A. (2007). Guiding principles: second language acquisition,
instructional technology, and the constructivist framework. In Erben, T., &
Sarieva, I (Eds.). Calling all foreign language teachers: computer-assisted
language learning in the classroom (pp. 7-12). New York: Eye On Education.

ACTFL (l996) designed the “5 Cs” or content standards; communications, cultures, connections, comparisons, and communities. The main focus or goal of using technology is to improve foreign language education. The seven hypotheses of second language acquisition (SLA) are mentioned and explained in this chapter. It goes on to talk about language teachers using electronic literacy and the importance of teachers as facilitators as well as designers and managers.
I agree that children of today are truly in the technology world. Almost everywhere one goes, be it cities or small communities, the youth are seen with ipods and digital cameras or cell phones. Teachers who learn to implement technology in schools will no doubt spark that interest in students to learn through technology.
I think of myself as a novice as far as technology is concerned. I’m also sometimes afraid to make mistakes because I might mess up the device and not be able to make things right again. That is where I need to learn to have confidence in myself when handling technology.

Erben, T., Ban, R., Jin, L., Summers, R. & Eisenhower, K (2007). Using technology
for foreign language instruction: creative innovations, research, and
applications. In Erben, T., & Sarieva, I (Eds.). Calling all foreign language
teachers: computer-assisted language learning in the classroom. (pp. 13-28).
New York: Eye On Education.


This chapter talks about the need for teachers to rethink their priorities concerning the use of technology. Research says that computers promote greater participation, negotiation of meaning, and use of more discourse structures for language students. Cooperative learning activities can be implemented through technology. Use of technology helps students to improve their learning capabilities in safe and unthreatening environments. The chapter goes on to talk about the risks and rewards of computer-assisted language learning (CALL).
Personally, I’ve often felt uneasy about using technology in my classroom. It’s a risk I know I have to take. And after reading the part of benefits outweighing the risks of technology I think I’m willing to take that risk. The benefits center most on the students themselves such as discovery learning, learner autonomy, and learner-centeredness. With proper training and modeling I’m sure things will come into place.
I’m exciting about creating materials in Yugtun for my classroom students. Interactive games are where I hope to gain more knowledge and application. We often talk about the need for more Yup’ik materials and using technology is one important and fun way to go about it. I hope to find translatable games or other activities for the students.