Teaching with Technology

The application of technology in second language acquisition may be very useful and should be built into the student’s process of learning.   Technology in language teaching has always existed from the introduction of the blackboard right up to the use of the World Wide Web.  It is the sophistication of technology that is ever evolving; therefore, it is necessary for second language teachers to continuously help move language education toward the use of computers and other new technologies.  However, language teaching is an area where technology as we now know it is not often applied, but WHY?

The answer to this question ultimately lays in the issues relating to and surrounding technology and second language teaching.  Second language teaching requires less teaching that involves conveying messages or teaching content, than in an academic class.  Teachers are more in the role of a coach, whose job is to motivate their students.   Students need to practice communicating in the target language, so it is up to the teacher to give them such opportunities.   A language is not primarily about learning information; but, rather about practicing a skill.   The basic idea is that in order to gain an ability to communicate conversationally in the target language the students need to practice communicating.   The power of technology in relations to second language teaching is only as good as the problems it is asked to address.   I believe that incorporating activities involving technology into this realm of teaching is beneficial in finding out what the needs of your students are and how to meet those needs.   The mere fact that we live in a participatory culture only reinforces my belief that technology should become a vital part of second language educator’s repertoire.

The articles published in Language Learning & Technology report on original research related to second language acquisition theory, second language learning, and teaching practices that use technology.  It is a web based publication at http://llt.msu.edu whose journals explore the relevance of technologies in second language learning.  I believe its articles help elevate the use of technology in second language teaching by bridging the gap between software and teachers.  New technologies provide necessary equipment for second language learners to be successful personally, academically, and professionally.   

The peer reviewed articles published in Language Learning & Technology helps second language teachers accomplish these goals.  Language Learning & Technology also requires that the author submit their manuscript online and the articles should be no more that 8,500 words.  The appendices are limited to 1,500 words and the title also has a maximum 10 word limitation.  There is a two-step reviewing process by the editors and then an external review is conducted by experts in second language acquisition theory and teaching practices.

Teaching practices need to remain fluid in the field of second language teaching and who better to influence this constant fluidity but other teachers and researchers, linguists, and education professionals.  Second language teaching and the exploration of new technologies as applied to language learning must remain an open discussion.  I believe second language learning is a collaborative experience and that the use of technology enhances this philosophy.  Language Learning & Technology provides the platform for this continuous discussion and exchange of ideas on new discoveries in second language teaching.