This chapter was full of information that I would like to study in more depth, such as the different approaches/hypotheses of learning a second language. The study of world languages is an important subject because I believe the ability to communicate is one of the cornerstones to establishing a peaceful world.
Research has shown that “a major strength of computer-assisted language learning (CALL) is its potential for opening doors to connect people and to build communities while promoting cross-cultural communicative competence” (p. 116). Clearly, these new technologies “grant both the students and teachers opportunities to build cultural bridges” (p 116).
Technology used for learning a language has been found to make learning more efficient when using multimedia technology; help with learning and retaining new vocabulary when using hypertext and hypermedia; and enhance reading, writing and conversation skills with the use of real-time networks.
The challenges of incorporating technology in the world language classroom are similar to those mentioned in other chapters. For instance “new technologies upset the status quo and demand that teachers reconfigure their current understanding of technology as well as of the three components” (p. 118). The lack of training and uncertainty also contribute to the slow rate in which technology is being incorporated into the classroom. As emphasized in the chapter on mathematics, “there is no single technology solution that applies for every teacher, every course, or every view of teacher” (p. 117). Therefore teachers need to become open-minded and learn to imagine what is possible.
American Sign Language (ASL) is a world language used in many special education classrooms. My colleagues and I are very grateful for the ASL online resources that provide movements to translate words. It is much easier to learn words in sign language by seeing the actual movement than by looking at a book and trying to imagine accurate movements from illustrations.
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