An academic review

AUTHOR: Robert J. BlakeTITLE: Brave New Digital ClassroomSUBTITLE: Technology and Foreign Language LearningPUBLISHER: Georgetown University PressYEAR: 2013

REVIEWER: Merica McNeil, University of Arizona

SUMMARY

In this second edition of “Brave New Digital Classroom: Technology and ForeignLanguage Learning,” Robert Blake provides a cohesive, updated overview of howtechnology can be effectively used in second and foreign language (L2)teaching and learning. This book serves as a useful handbook for a wideaudience including all language teachers, both those new to and experiencedwith using technology in language teaching, CALL practictioners who want tokeep up to date, graduate students who need professional development on usingtechnology effectively in language teaching, as well as chairs andadministrators who need to revamp their foreign language curriculum andevaluate colleagues who work in CALL. This edition includes updates ontechnology and research throughout the book, as well as two new chapters onsocial networking and games for language learning.

Each chapter addresses key aspects of technology that teachers need to learnabout in order to harness its affordances to address students’ needs.Discussion questions and activities included at the end of each chapter offera convenient tool to engage readers in discussion, making the book ideal touse in a class or reading group. A concise glossary provides contextualizeddefinitions of selected terms used throughout the book. The reference list iscomprised of up-to-date, authoritative sources, which offer directions forfurther reading.

In this book, Blake emphasizes how technology can be effectively implementedin foreign language curriculum to provide enhanced contact with the targetlanguage and thus promote language learning, as opposed to focusing on thesuperiority of specific technological tools. He stresses that languagelearning is not just about grammar; developing intercultural competence alsoplays an important role in moving learners “along the bilingual continuum” (p.xvii). The author explains the necessity for language professionals to notjust know how to use technological tools, but to also recognize how the toolscan be used effectively and to comprehend how they can be used to helptransform environments for learning.

The first chapter, “Second Language Acquisition, Language Teaching, and

Technology,” begins by addressing the question of why technology can play animportant role in second language acquisition (SLA). Blake explains that alllinguists and SLA researchers, despite their vastly different models of SLA,agree that both the quality and quantity of L2 input influence languagelearning. The author spells out the obvious solution, which is to increaseexposure to the target language; while many people advocate for totalimmersion in the target language and culture through studying abroad, fewpeople are able or willing to do so. Blake thus points out that technology, ifused strategically, can provide useful exposure to the target language,especially for those who do not study abroad. This book focuses on howtechnology can be effectively implemented in foreign language curriculum toincrease and enhance learners’ exposure to the target language and promotelanguage learning; it is not, however, a how-to technical guide, as thosealready exist.

Blake cautions that the use of technological tools should be guided by atheoretical model of SLA as well as recommendations from those who practicethe particular model. The author explains the basic approach to SLA thatguides his rationale in this book, which is that interaction is the best wayto learn and teach an L2. He provides an overview of the interactionist theoryof SLA, including how this theoretical approach is applied tocomputer-assisted language learning (CALL). Blake notes that technology canpromote language learning by providing increased exposure to effectivelydesigned materials. He emphasizes the importance of theory combined withpractice and stresses that language teachers need to develop criticalcompetence, as opposed to only being users or consumers of technology.

In Chapter 2, entitled “Web Pages in Service of L2 learning,” Blake introducesInternet basics as well as some tools and extensions that can enrich its usefor language teachers. He then explains several pedagogical approaches tousing web pages, including task-based language teaching and content-basedinstruction. He emphasizes that just using technology or authentic materialsdoes not magically help students learn a language; teachers need to planappropriate pedagogical activities that revolve around selected materials. Henotes some key affordances of the Internet, e.g., providing access to a vastarray of multimedia and authentic materials in the target language as well asallowing users to be more autonomous.

Blake highlights the crucial role of teachers in developing Web-based languagecurriculum and explains how to effectively integrate these materials formaximum benefit. He points out that students need practice in realisticinteractions, as opposed to just grammar exercises. Blake advocates for usingauthentic multimedia materials and realistic tasks and recommends usingtop-down constructivist approaches such as task-based language teaching andcontent-based instruction. He provides references and a list of proceduresthat can be useful to develop web-enhanced materials (see p. 45).

Chapter 3, entitled “CALL and Its Evaluation: Programs and Apps,” begins witha brief history of CALL and its various phases, which started with text andlater moved on to multimedia and interactive aspects as technology hasdeveloped and SLA and L2 pedagogy have evolved. He explains iCALL (intelligentCALL), chatterbot programs, and the need for feedback before introducing thethird phase of CALL, i.e., integrative CALL, which involves people interactingwith each other through a computer, which is called computer-mediatedcommunication (CMC). Despite the popularity of social computing, Blake pointsout that tutorial CALL can play an important role in L2 learning, especiallywhen students need to practice items that can be corrected by a computer.

Blake provides an overview of some apps for vocabulary development andauthoring tools, the majority of which can be useful for language teacherswithout programming skills. He then addresses the issue of interactivity intutorial CALL and discusses feedback, iCALL, and automatic speech recognition(ASR). In the next section, Blake recognizes that not all language teacherswill create CALL materials; however, he encourages all teachers to beinterested in evaluating such materials in order to choose what is best fortheir students’ needs. At the end of the chapter, he briefly discusses thecurrent state of affairs in CALL and highlights policies from several relatedprofessional organizations.

The fourth chapter focuses on CMC. In the first section, Blake summarizes itsbackground, mentions notable SLA researchers, and highlights that althoughinteraction between either learners or learners and native speakers of thetarget language may not directly cause SLA, such interactions prepare studentsto learn (Gass, 1997) because it focuses their attention on unknown structuresand provides needed scaffolding or support for learning (Bruner, 1996). Theauthor explains that encouraging language learners to engage in interactionscan promote language learning, whether it be in face-to-face classes or inCMC. Blake provides an overview of both synchronous computer-mediatedcommunication (SCMC), which occurs in real time, as well as asynchronous(ACMC), which refers to deferred time. He emphasizes that teachers’ planningof effective pedagogic tasks is more important than the actual tool that ischosen. In discussing ACMC, Blake provides a brief overview of Web 1.0,first-generation tools, and Web 2.0, second-generation tools, pointing out keyaspects of each that are helpful for language teachers.

The author includes a section on intracultural CMC, i.e., between learners,and provides a case study on bimodal SCMC between a beginning language learnerof Spanish and an instructor that shows a student struggling and makingprogress with linguistic support from the instructor, who uses both textualand verbal channels. Blake stresses the necessity of SCMC as it enablesstudents to interact with humans to test new linguistic hypotheses and getimmediate feedback. Although he supports the interactionist SLA model, Blake

admits that it does not adequately address culture and interculturalcommunicative competence (ICC). In the following section, he discussesintercultural CMC, i.e., between language learners and native speakers of thetarget language, including explanations of telecollaboration and the Culturaproject, which promotes ICC and linguistic improvement. The main point of thischapter is to demonstrate that CMC can yield benefits that are similar tothose which are generated in face-to-face communications.

Chapter 5 summarizes the first four chapters and explains how teachers need tofundamentally change from traditional, teacher-centered teaching tolearner-centered methods to take advantage of the affordances of technology.Blake points out that in today’s world, language teachers need to consider notonly the time that students spend in class, but also out-of-class activitiesand possible contact with target language speakers, in addition to individualstudying. He reemphasizes the importance of how technology is used, and thatsuccessful implementation requires diligent planning, and explains whyshifting to a student-centered classroom can be challenging to many teachers.The author asserts that continual professional development is needed to helpteachers make this shift and learn to use technology effectively to takeadvantage of its benefits for language learning.

Blake identifies the three types of computer literacy that students need todevelop, which include: (1) how to use the functions of tools; (2) how to becritical users; and (3) how to produce new digital products. He also explainskey aspects of developing intercultural communicative competence andhighlights Kramsch’s (1993) concept of a third place, which combines first andsecond languages and cultures. Blake adds that although students often forgetconjugations years after studying a language, culture is something theyremember. This point can be useful for people who never even travel abroadbecause many countries, including the United States, are becoming increasinglymultilingual and multicultural. In concluding this chapter, the authoremphasizes the importance of teacher training, not only on new technologies,but also on shifting educational approaches because all aspects of society inthe U.S., including education, are increasingly being influenced bytechnology.

Chapter 6 focuses on distance language learning, which includes instructionthat is fully or partially online, the latter of which is called, blended orhybrid learning. As these formats continue to grow in popularity, Blakeexplains some of the main potential advantages for online or blended learningas well as why some people are skeptical of its effectiveness in languageteaching, especially in promoting oral abilities. To address these concerns,he provides an overview of studies that have evaluated the effects of onlinelearning on students’ language learning, most of which have shown nosignificant differences from face-to-face classes. He states that althoughadministrators and faculty members frequently demand proof of the

effectiveness of online classes, this assumes the premise that allface-to-face classes are equal and effective, which is of course not the case.

Based on research, Blake asserts that online learning is not for all studentsbecause it requires more learner autonomy and conscientiousness (Arispe andBlake, 2012); therefore, he suggests that online or hybrid courses be anoptional format, as opposed to a requirement. He stresses the necessity ofcareful planning based on sound SLA methodological principles when integratingtechnology, especially in planning hybrid or online courses. In concluding thechapter, Blake indicates the need for creating and implementing onlinematerials that are pedagogically sound, including CMC tasks and tutorial CALLas well as training graduate students how to teach such classes even thoughthe majority of faculty have not done so. This shows that we are in a criticaltime, when effective materials need to be developed and teachers need to betrained how to teach using these new formats successfully.

The final two chapters are new to this second edition. Chapter 7 focuses onhow social networking can be used for language learning.  After discussing theoverwhelming popularity of social networking sites (SNS) such as Facebook,Blake describes SNSs that have been specifically designed for languagelearning, e.g., LiveMocha. He points out that the chat function and autonomouslearning, which asks learners to take responsibility for their own learning(Arispe, 2012), are key features of success in using SNSs like Live Mocha.Blake also explains tandem learning, which can be done face-to-face orvirtually, and its potential benefits. In the last section, he providespractical ideas on how Facebook can be used in a language learning class. Inclosing, he recommends that teachers learn to use SNSs to motivate studentsand promote language learning, since they are likely to continue to bepopular.

The last chapter, on games for language learning, explains their potentialbenefits, e.g., they can stimulate language learning through playingindividually as well as in teams, the latter of which promotes communicativeand/or student-centered learning because many multiplayer games involve textor voice chat to communicate with teammates. Although there is only a limitedamount of research on L2 learners playing games at present, some relevantstudies are mentioned. Blake highlights selected learning principles fordesigning games specified by Gee (2007), which are also inherent in effectivelearning environments. The author indicates that a key feature of successfulgames is that they are intrinsically motivating and thus draw users to spendmore time playing them. SLA literature clearly shows that increasing time ontask promotes language learning; however, Blake admits that integrating gaminginto L2 teaching “is not a straightforward proposition” (p. 174) and thatcreating games to promote language learning requires collaboration andresources. In the final paragraph, he mentions a key question raised byArnseth (2006), who asked whether students are learning to play or playing to

learn, which is a difficult but important question underlying effective gamedesign.

EVALUATION

This book provides a valuable survey of today’s technology that can be used topromote language learning while also posing questions on areas that needfurther exploration. Whether readers are new to using technology in thelanguage classroom or familiar with current trends, a wide range of languageprofessionals are sure to find this to be valuable guide. Despite the rapidpace of advances in technology, this text offers a solid overview of importanttopics, including relevant theories in SLA, CALL, and CMC, all of whichprovide a solid foundation for understanding how technology can be used forlanguage learning and teaching and for empowering readers to be critical usersand creators of technology.

Throughout the book, Blake refers to SLA theories and academic references whenrelevant. However, it is clear that he supports the interactionist approach toSLA, as he only sparsely mentions sociocultural approaches. Therefore, if thisbook is used in a graduate CALL class, it should be supplemented withadditional readings on socially-informed approaches. The last two chapters onsocial networking and gaming, which are new to this edition, are a valuableaddition, but a bit brief at only about ten pages each, whereas other chaptersaverage 25 pages in length, and thus cover more ground.

The mantra of this book is that technology is not a panacea; instead, the keyis in planning how to use appropriate technological tools effectively to meetpedagogically sound objectives. Blake convincingly accomplishes what he setout to do, i.e., he explains how technology can be effectively integrated intoL2 teaching and learning. Although he admits that some of the technologicaltools that he examines in this book might be outdated by the time the book ispublished, the fact that he provides overarching ideas, affordances, and usessuggests that the underlying principles in this book should continue to be auseful foundation for quite some time.

REFERENCES

Arispe, K. 2012. Why vocabulary still matters: L2 lexical development andlearner autonomy as mediated through an ICALL tool, Langbot. Davis, CA:University of California dissertation.

Arispe, K., & R. J. Blake. 2012. Individual factors and successful learning ina hybrid course. System Journal 40(3). 449-465.

Arnseth, H. C. 2006. Learning to play or playing to learn: A critical accountof the models of communication informing educational research on computer

gameplay. Game Studies 6(1). http://gamestudies.org/0601/articles/arnseth.

Bruner, J. 1996. The culture of education. Cambridge, MA: Harvard UniversityPress.

Kramsch, C. 1993. Context and culture in language teaching. Oxford: OxfordUniversity Press.

Gass, S. M. 1997. Input, interaction, and the second language learner. Mahway,NJ: Lawrence Erlbaum Associates.

Gee, J. P. 2007. What video games have to teach us about learning andliteracy. New York: Palgrave Macmillan. Orig. pub. 2003.

ABOUT THE REVIEWER

Merica McNeil is a Ph.D. student in Second Language Acquisition and Teachingat The University of Arizona where she works for the Center for EducationalResources in Culture, Language, and Literacy (CERCLL) and teaches French. Shecompleted an M.A. in Second Language Studies and a teaching certificate inESL, both at the University of Hawai`i. She recently worked in France at theIUFM-Université Paris IV–Sorbonne where she co-taught a hybrid content-basedEnglish class and developed online materials. Her current academic pursuitsfocus on blended and online (language) teaching and learning, teachereducation, computer-assisted language learning, materials development,assessment, and evaluation.

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A publisher’s review

Title: Language in Education Subtitle: Social Implications Publication Year: 2013 Publisher: Bloomsbury Publishing (formerly The Continuum International Publishing Group)      http://www.bloomsbury.com/uk/   

Book URL: http://bloomsbury.com/uk/language-in-education-9781441151940/

Author: Rita Elaine SilverAuthor: Soe Marlar Lwin

Hardback: ISBN:  9781441151940 Pages: 216 Price: U.K. £ 75.00Paperback: ISBN:  9781441151810 Pages: 216 Price: U.K. £ 24.99

Abstract:

Teachers in any subject area must have a basic understanding of how language is learned and used in educational contexts because language impacts teaching and learning across all subjects. This book is written specifically for those teachers and teacher trainees learning to teach who want to know more about language learning and use in educational contexts and, especially, those who care about the social implications of language in education.

Chapters address crucial questions that teachers must address:How is language structured?How is language learned at home and in school, by first, second and bilingual language learners?

How is language used in classrooms to shape learning?How does language vary in different regions and due to social characteristics of users?How can language be used to make meaning in different modes (oral/written) and contexts?How do language policies intersect with education policies, and how do these impact teachers?

The chapters are full of examples of language use in educational contexts to help readers understand language in action. The examples not only highlight key points, they also provide opportunities for readers to deepen their understanding by experiencing analysis of language. Each chapter closes with a discussion of relevance to educational settings and questions which can be used for in-class discussion or personal reflection. Suggestions for further readings and online viewing are included, and a comprehensive companion website is available.

“This inspiring, informative and unpretentious book provides an excellent introduction to the field. Topical and highly readable, the international team of contributors has produced a text which will appeal to a broad range of readers interested in finding out more about how language

is used, taught and learned in educational settings.” –  Viv Edwards, Professor of Language in Education, Reading University, UK,

“This is a well-written, scholarly and informative book, which brings together key issues related to language and education, viewing language in all its social dimensions. It will be of value to students across many courses and levels of study, both undergraduate and postgraduate. It will have particular value for teachers wishing to improve their understandings of language and its role in teaching and learning.” –  Jean Conteh, Senior Lecturer in Primary Education, Leeds University, UK,