25.330, Review: Applied Linguistics: Blake (2013)

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LINGUIST List: Vol-25-330. Mon Jan 20 2014. ISSN: 1069 - 4875.

Subject: 25.330, Review: Applied Linguistics: Blake (2013)

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Reviews: 
Monica Macaulay, U of Wisconsin Madison
Rajiv Rao, U of Wisconsin Madison
Joseph Salmons, U of Wisconsin Madison
Mateja Schuck, U of Wisconsin Madison
Anja Wanner, U of Wisconsin Madison
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Date: Mon, 20 Jan 2014 11:12:29
From: Merica McNeil [merica at email.arizona.edu]
Subject: Brave New Digital Classroom

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Book announced at http://linguistlist.org/issues/24/24-2352.html

AUTHOR: Robert J. Blake
TITLE: Brave New Digital Classroom
SUBTITLE: Technology and Foreign Language Learning
PUBLISHER: Georgetown University Press
YEAR: 2013

REVIEWER: Merica McNeil, University of Arizona

SUMMARY
 
In this second edition of “Brave New Digital Classroom: Technology and Foreign
Language Learning,” Robert Blake provides a cohesive, updated overview of how
technology can be effectively used in second and foreign language (L2)
teaching and learning. This book serves as a useful handbook for a wide
audience including all language teachers, both those new to and experienced
with using technology in language teaching, CALL practictioners who want to
keep up to date, graduate students who need professional development on using
technology effectively in language teaching, as well as chairs and
administrators who need to revamp their foreign language curriculum and
evaluate colleagues who work in CALL. This edition includes updates on
technology and research throughout the book, as well as two new chapters on
social networking and games for language learning.

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

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

The first chapter, “Second Language Acquisition, Language Teaching, and
Technology,” begins by addressing the question of why technology can play an
important role in second language acquisition (SLA). Blake explains that all
linguists and SLA researchers, despite their vastly different models of SLA,
agree that both the quality and quantity of L2 input influence language
learning. The author spells out the obvious solution, which is to increase
exposure to the target language; while many people advocate for total
immersion in the target language and culture through studying abroad, few
people are able or willing to do so. Blake thus points out that technology, if
used strategically, can provide useful exposure to the target language,
especially for those who do not study abroad. This book focuses on how
technology can be effectively implemented in foreign language curriculum to
increase and enhance learners’ exposure to the target language and promote
language learning; it is not, however, a how-to technical guide, as those
already exist.

Blake cautions that the use of technological tools should be guided by a
theoretical model of SLA as well as recommendations from those who practice
the particular model. The author explains the basic approach to SLA that
guides his rationale in this book, which is that interaction is the best way
to learn and teach an L2. He provides an overview of the interactionist theory
of SLA, including how this theoretical approach is applied to
computer-assisted language learning (CALL). Blake notes that technology can
promote language learning by providing increased exposure to effectively
designed materials. He emphasizes the importance of theory combined with
practice and stresses that language teachers need to develop critical
competence, as opposed to only being users or consumers of technology.

In Chapter 2, entitled “Web Pages in Service of L2 learning,” Blake introduces
Internet basics as well as some tools and extensions that can enrich its use
for language teachers. He then explains several pedagogical approaches to
using web pages, including task-based language teaching and content-based
instruction. He emphasizes that just using technology or authentic materials
does not magically help students learn a language; teachers need to plan
appropriate pedagogical activities that revolve around selected materials. He
notes some key affordances of the Internet, e.g., providing access to a vast
array of multimedia and authentic materials in the target language as well as
allowing users to be more autonomous.

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

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

Blake provides an overview of some apps for vocabulary development and
authoring tools, the majority of which can be useful for language teachers
without programming skills. He then addresses the issue of interactivity in
tutorial CALL and discusses feedback, iCALL, and automatic speech recognition
(ASR). In the next section, Blake recognizes that not all language teachers
will create CALL materials; however, he encourages all teachers to be
interested in evaluating such materials in order to choose what is best for
their students’ needs. At the end of the chapter, he briefly discusses the
current state of affairs in CALL and highlights policies from several related
professional organizations.
 
The fourth chapter focuses on CMC. In the first section, Blake summarizes its
background, mentions notable SLA researchers, and highlights that although
interaction between either learners or learners and native speakers of the
target language may not directly cause SLA, such interactions prepare students
to learn (Gass, 1997) because it focuses their attention on unknown structures
and provides needed scaffolding or support for learning (Bruner, 1996). The
author explains that encouraging language learners to engage in interactions
can promote language learning, whether it be in face-to-face classes or in
CMC. Blake provides an overview of both synchronous computer-mediated
communication (SCMC), which occurs in real time, as well as asynchronous
(ACMC), which refers to deferred time. He emphasizes that teachers’ planning
of effective pedagogic tasks is more important than the actual tool that is
chosen. In discussing ACMC, Blake provides a brief overview of Web 1.0,
first-generation tools, and Web 2.0, second-generation tools, pointing out key
aspects 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 learner
of Spanish and an instructor that shows a student struggling and making
progress with linguistic support from the instructor, who uses both textual
and verbal channels. Blake stresses the necessity of SCMC as it enables
students to interact with humans to test new linguistic hypotheses and get
immediate feedback. Although he supports the interactionist SLA model, Blake
admits that it does not adequately address culture and intercultural
communicative competence (ICC). In the following section, he discusses
intercultural CMC, i.e., between language learners and native speakers of the
target language, including explanations of telecollaboration and the Cultura
project, which promotes ICC and linguistic improvement. The main point of this
chapter is to demonstrate that CMC can yield benefits that are similar to
those which are generated in face-to-face communications.

Chapter 5 summarizes the first four chapters and explains how teachers need to
fundamentally change from traditional, teacher-centered teaching to
learner-centered methods to take advantage of the affordances of technology.
Blake points out that in today’s world, language teachers need to consider not
only the time that students spend in class, but also out-of-class activities
and possible contact with target language speakers, in addition to individual
studying. He reemphasizes the importance of how technology is used, and that
successful implementation requires diligent planning, and explains why
shifting to a student-centered classroom can be challenging to many teachers.
The author asserts that continual professional development is needed to help
teachers make this shift and learn to use technology effectively to take
advantage of its benefits for language learning.

Blake identifies the three types of computer literacy that students need to
develop, which include: (1) how to use the functions of tools; (2) how to be
critical users; and (3) how to produce new digital products. He also explains
key aspects of developing intercultural communicative competence and
highlights Kramsch’s (1993) concept of a third place, which combines first and
second languages and cultures. Blake adds that although students often forget
conjugations years after studying a language, culture is something they
remember. This point can be useful for people who never even travel abroad
because many countries, including the United States, are becoming increasingly
multilingual and multicultural. In concluding this chapter, the author
emphasizes the importance of teacher training, not only on new technologies,
but also on shifting educational approaches because all aspects of society in
the U.S., including education, are increasingly being influenced by
technology.

Chapter 6 focuses on distance language learning, which includes instruction
that is fully or partially online, the latter of which is called, blended or
hybrid learning. As these formats continue to grow in popularity, Blake
explains some of the main potential advantages for online or blended learning
as well as why some people are skeptical of its effectiveness in language
teaching, especially in promoting oral abilities. To address these concerns,
he provides an overview of studies that have evaluated the effects of online
learning on students’ language learning, most of which have shown no
significant differences from face-to-face classes. He states that although
administrators and faculty members frequently demand proof of the
effectiveness of online classes, this assumes the premise that all
face-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 students
because it requires more learner autonomy and conscientiousness (Arispe and
Blake, 2012); therefore, he suggests that online or hybrid courses be an
optional format, as opposed to a requirement. He stresses the necessity of
careful planning based on sound SLA methodological principles when integrating
technology, especially in planning hybrid or online courses. In concluding the
chapter, Blake indicates the need for creating and implementing online
materials that are pedagogically sound, including CMC tasks and tutorial CALL
as well as training graduate students how to teach such classes even though
the majority of faculty have not done so. This shows that we are in a critical
time, when effective materials need to be developed and teachers need to be
trained how to teach using these new formats successfully.

The final two chapters are new to this second edition. Chapter 7 focuses on
how social networking can be used for language learning.  After discussing the
overwhelming popularity of social networking sites (SNS) such as Facebook,
Blake describes SNSs that have been specifically designed for language
learning, e.g., LiveMocha. He points out that the chat function and autonomous
learning, 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 or
virtually, and its potential benefits. In the last section, he provides
practical ideas on how Facebook can be used in a language learning class. In
closing, he recommends that teachers learn to use SNSs to motivate students
and promote language learning, since they are likely to continue to be
popular.

The last chapter, on games for language learning, explains their potential
benefits, e.g., they can stimulate language learning through playing
individually as well as in teams, the latter of which promotes communicative
and/or student-centered learning because many multiplayer games involve text
or voice chat to communicate with teammates. Although there is only a limited
amount of research on L2 learners playing games at present, some relevant
studies are mentioned. Blake highlights selected learning principles for
designing games specified by Gee (2007), which are also inherent in effective
learning environments. The author indicates that a key feature of successful
games is that they are intrinsically motivating and thus draw users to spend
more time playing them. SLA literature clearly shows that increasing time on
task promotes language learning; however, Blake admits that integrating gaming
into L2 teaching “is not a straightforward proposition” (p. 174) and that
creating games to promote language learning requires collaboration and
resources. In the final paragraph, he mentions a key question raised by
Arnseth (2006), who asked whether students are learning to play or playing to
learn, which is a difficult but important question underlying effective game
design.

EVALUATION

This book provides a valuable survey of today’s technology that can be used to
promote language learning while also posing questions on areas that need
further exploration. Whether readers are new to using technology in the
language classroom or familiar with current trends, a wide range of language
professionals are sure to find this to be valuable guide. Despite the rapid
pace of advances in technology, this text offers a solid overview of important
topics, including relevant theories in SLA, CALL, and CMC, all of which
provide a solid foundation for understanding how technology can be used for
language learning and teaching and for empowering readers to be critical users
and creators of technology.

Throughout the book, Blake refers to SLA theories and academic references when
relevant. However, it is clear that he supports the interactionist approach to
SLA, as he only sparsely mentions sociocultural approaches. Therefore, if this
book is used in a graduate CALL class, it should be supplemented with
additional readings on socially-informed approaches. The last two chapters on
social networking and gaming, which are new to this edition, are a valuable
addition, but a bit brief at only about ten pages each, whereas other chapters
average 25 pages in length, and thus cover more ground.
 
The mantra of this book is that technology is not a panacea; instead, the key
is in planning how to use appropriate technological tools effectively to meet
pedagogically sound objectives. Blake convincingly accomplishes what he set
out to do, i.e., he explains how technology can be effectively integrated into
L2 teaching and learning. Although he admits that some of the technological
tools that he examines in this book might be outdated by the time the book is
published, the fact that he provides overarching ideas, affordances, and uses
suggests that the underlying principles in this book should continue to be a
useful foundation for quite some time.

REFERENCES

Arispe, K. 2012. Why vocabulary still matters: L2 lexical development and
learner 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 in
a hybrid course. System Journal 40(3). 449-465.

Arnseth, H. C. 2006. Learning to play or playing to learn: A critical account
of 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 University
Press.

Kramsch, C. 1993. Context and culture in language teaching. Oxford: Oxford
University 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 and
literacy. New York: Palgrave Macmillan. Orig. pub. 2003.


ABOUT THE REVIEWER

Merica McNeil is a Ph.D. student in Second Language Acquisition and Teaching
at The University of Arizona where she works for the Center for Educational
Resources in Culture, Language, and Literacy (CERCLL) and teaches French. She
completed an M.A. in Second Language Studies and a teaching certificate in
ESL, both at the University of Hawai`i. She recently worked in France at the
IUFM-Université Paris IV–Sorbonne where she co-taught a hybrid content-based
English class and developed online materials. Her current academic pursuits
focus on blended and online (language) teaching and learning, teacher
education, computer-assisted language learning, materials development,
assessment, and evaluation.








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