Julie Sykes

Francesca Helm

Christopher Holden

Mary Grantham O'Brien

Senta Goertler

Philip Hubbard

Lara Lomicka

Steven Thorne

Idoia Elola

Lee Forester

Nike Arnold

Richard Robin

Sarah Guth

Zsuzsan I. Abrams

Nathan T. Carr

Dorothy M. Chun

Gillian Lord

Ana Oskoz

Jonathon Reinhardt

Bonnie Youngs

In the five years since the first edition, the field of CALL has advanced and new technologies now offer even more opportunities for language educators and students, and researchers have expanded our understanding of what it means to teach and learn with technology. This updated edition is revised both in terms of organization and content. There are chapters centered around the ACTFL Standards' 5 Cs, and also updated chapters on original topics such as an overview of technology and CALL, the connection between CALL and theories of second language acquisition and pedagogy, courseware evaluation, assessment, and pronunciation.

From Theory and Research to New Directions in Language Teaching

Present and Future Promises of CALL

Leonard Newmark

Peter R. Prifti

Morfologjia

Mike Levy

This volume addresses the need for a more considered and systematic approach to teacher education and training in Computer-Assisted Language Learning (CALL), in all its forms: Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning and so on. The 20 chapters of the book are divided into five parts: (1) foundations of teacher education in CALL; (2) CALL degree programs; (3) CALL pre-service courses; (4) CALL in-service projects, courses, and workshops; (5) alternatives to formal CALL training. The chapters cover a broad range of levels, environments, countries, and languages. Rather than simply offering inspired speculation, the chapters provide practical information to readers, reporting on what has actually been done in a wide variety of teacher education programs and courses around the world. In many cases, the chapters describe how programs and courses have evolved, and include either qualitative or quantitative research, or both, to inform the structure of CALL courses, tasks and activities.

Teacher Education in CALL

Philip Hubbard

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