CALL Module

 Computer Assisted Language Learning (CALL) is the general term for the range of processes and activities that employ computers in the teaching and learning of a new language. In the history of CALL we can see the confluence of the latest technology as well as the most widely accepted language theories of the day.

The history of CALL is often divided into three phases:

Structural CALL

Communicative CALL

Integrative CALL

Starting in the ’50s and developing through the ’70s, we have what’s called Structural/Behaviorist CALL by Warschauer. This marked the era of Stimulus and Response. The computer prompts the student with a question (stimulus) and the student gives an answer (response) by filling in the blanks or choosing from a given set of choices.

The methods du jour were the Grammar-Translation and Audiolingual methods. Language was seen as made up of discrete units, and these units were considered to be closely interconnected and interacting according to a predictable and explainable set of rules (grammar). Teachers taught the different rules of grammar and repetitively drilled their classes on different ways the rules can be correctly applied. Computers at this stage were mainly utilized as devices that could present stimuli repetitively in exactly the same manner without ever getting tired. An example of this are the “listen-and-repeat” programs running in language labs at that time. In the ’80s and ’90s came Communicative CALL. The Communicative Approach to language teaching came into being as a reaction to the Grammar-Translation and Audiolingual methods. This time, instead of teaching the language—its rules, syntax, phonemes and morphemes—teachers found ways to provide opportunities for students to actually use the language. They gave students tasks that can only be completed by using language. Communication and interaction were important. And because such technology always comes in service of the language paradigm of the day, computers were used to reflect these ideas. Language drills were increasingly placed in the context of a communicative task—like programs that feature some cartoon character where students help him find his way home. Computer programs were designed to gauge comprehension with drills like paced reading and sentence reconstruction. And developments in computer technology didn’t just affect the “testing” part of CALL. It really made teaching language more vivid. For example, the continued development in computer capabilities has resulted into crisper audio and video. So in addition to the drill formats, students can learn by watching videos of how native speakers actually interact. They can see how language is used in different situations, like in meeting a new person or asking for directions. Computers have given language learners a more vivid idea of what language is beyond the subject-verb agreements and the endless list of vocabulary words to  be memorized

Ppt on web 2.0 from Sima Rathod

Web 2.0

 Hello readers I'm writing this blog on the grounds of a task assigned to me by my teacher to know more about the task CLICK HERE.

What is Web 2.0?

Web 2.0 tools are free digital programs that can be used for creating and sharing student-generated projects and products. They are interactive, multi-purpose, easy-to-use digital platforms that encourage students to collaborate with each other or create and share individualized response products.

Web 2.0 tools provide engaging ways students can interact with, and most importantly, learn from course material. They are particularly helpful when aligned to teaching and assessment exercises meant to increase student engagement, require students to summarize information, or verbalize insight into their conceptual understanding through means other than traditional writing exercises.

Web 2.0 tools also provide students an opportunity to interact with others as they share their knowledge. Students can collaborate with classmates to create response products, or they can share completed products with peers in their class, students in other sections, or other learners around the world. Web 2.0 tools create opportunities for students to share what they are learning with a wider audience.

History of CALL and MALL

 Hello readers, welcome to my blog, I'm composing this blog on the grounds of a task assigned to me by my teacher, to know more about the task CLICK HERE.

What is CALL?

Computer Assisted Language Learning (CALL) is the general term for the range of processes and activities that employ computers in the teaching and learning of a new language. In the history of CALL we can see the confluence of the latest technology as well as the most widely accepted language theories of the day.

The history of CALL is often divided into three phases:

Structural CALL

Communicative CALL

Integrative CALL

Starting in the ’50s and developing through the ’70s, we have what’s called Structural/Behaviorist CALL by Warschauer. This marked the era of Stimulus and Response. The computer prompts the student with a question (stimulus) and the student gives an answer (response) by filling in the blanks or choosing from a given set of choices.

The methods du jour were the Grammar-Translation and Audiolingual methods. Language was seen as made up of discrete units, and these units were considered to be closely interconnected and interacting according to a predictable and explainable set of rules (grammar). Teachers taught the different rules of grammar and repetitively drilled their classes on different ways the rules can be correctly applied. Computers at this stage were mainly utilized as devices that could present stimuli repetitively in exactly the same manner without ever getting tired. An example of this are the “listen-and-repeat” programs running in language labs at that time. In the ’80s and ’90s came Communicative CALL. The Communicative Approach to language teaching came into being as a reaction to the Grammar-Translation and Audiolingual methods. This time, instead of teaching the language—its rules, syntax, phonemes and morphemes—teachers found ways to provide opportunities for students to actually use the language. They gave students tasks that can only be completed by using language. Communication and interaction were important. And because such technology always comes in service of the language paradigm of the day, computers were used to reflect these ideas. Language drills were increasingly placed in the context of a communicative task—like programs that feature some cartoon character where students help him find his way home. Computer programs were designed to gauge comprehension with drills like paced reading and sentence reconstruction. And developments in computer technology didn’t just affect the “testing” part of CALL. It really made teaching language more vivid. For example, the continued development in computer capabilities has resulted into crisper audio and video. So in addition to the drill formats, students can learn by watching videos of how native speakers actually interact. They can see how language is used in different situations, like in meeting a new person or asking for directions. Computers have given language learners a more vivid idea of what language is beyond the subject-verb agreements and the endless list of vocabulary words to be memorized.

What is MALL? 

As technology continues to improve and evolve, so do methods of language learning. A popular method today is “Mobile Assisted Language Learning” or “MALL.” This approach involves using smartphones (and/or other mobile devices), to learn a second language.

MALL is beneficial for language learners for many reasons. First of all, the average language learner has a mobile phone. (Over 90% of people in developed countries have a mobile phone, compared to only 40% who have desktop computers). In addition, most people take their phone wherever they go. This enables them to study anytime, anywhere. And assuming their language learning apps and activities are enjoyable, they’ll be motivated to continue studying outside of class.

There are numerous smartphone apps that can be used for language learning. Some apps were created specifically for this purpose. Others are educational apps that can be used to teach any subject, including languages. And finally, social media apps were created for a general audience, but can also be adapted for language learners.

For example, teachers can have learners use an instant messaging app to message each other in the target language. Teachers can also have students send text messages that target a grammar point covered in class.

Learners can also use social media sites, to observe authentic content in real-world situations, and practice social interaction in the target language. Learners can also use mobile-generated media, such as photos, videos, and audio recordings, to produce their own content, making the study of the target language more interesting, and relevant to their lives, thereby increasing their motivation and improving their skills.

When using MALL, especially with mobile phones, teachers should create several short lessons rather than one or two long ones. Learners are used to consuming brief amounts of information, quickly, on their phones. In addition, only a short amount of text can be displayed at once on a phone’s small screen. It’s helpful, therefore, to break up lessons into 3-to-5- minute chunks, or “micro-lessons”. These micro-lessons will also benefit students with short attention spans.

David Crystal

 Hello my Dearest readers,

I'm writing this blog on the grounds of a task assigned to me by my teacher to know more about the task CLICK HERE.

David Crystal is honorary professor of linguistics at the University of Bangor, and works from his home in Holyhead, North Wales as a writer, editor, lecturer, and broadcaster in language and linguistics, with particular reference to the English language. Born in Lisburn, Northern Ireland, in 1941, he spent his early childhood in Holyhead, attended secondary school in Liverpool, and read English at University College London. After a research year at UCL's Survey of English Usage, he lectured at Bangor and then joined the new department of linguistics at Reading in 1965, where a decade later he became professor of linguistic science. He left the full-time university world in 1984 to work as an independent scholar. His writing takes in most areas of language study, his best-known authored books including The Cambridge Encyclopedia of Language and The Cambridge Encyclopedia of the English Language. His editorial work has included acting as general editor of the Cambridge and Penguin families of general encyclopedias, and the online edition of the entire oeuvre of the missionary poet John Bradburne. An autobiographical memoir, Just a Phrase I'm Going Through, was published in 2009. He received an OBE for services to the English language in 1995.

Language itself changes slowly but the internet has speeded up the process of those changes, so you notice them more quickly. 

David Crystal. 

David Crystal argues that the Internet has encouraged a dramatic expansion in the variety and creativity of language. Covering a range of Internet genres, including e-mail, chat, and the Web, this is a revealing account of how the Internet is radically changing the way we use language.There are new varieties of English, such as newspapers, then the development of the telephone people thought that the telephone was going to the a disaster as they didn't think people were going to communicate face to face anymore. Broadcasting has introduced a new variety of language such as commentaries in sport, and news reading, weather, and chat shows. The Internet is also having a big influence on the language people use today. Social networking plays a huge part in today's language an example is Twitter, it first started in 2006 David talks about how the social networking site, showed a prompt for users to use saying 'what are you doing' its is very introvert, people using the site started using many first person pronouns, present tenses. Then in 2009 twitter then changed his prompt to 'what' happening?' there is a sudden change in pronouns, there is a third person pronoun being used. He suggests that it would take a long time before the different types of technologies would influence people's language. David believes that English language is still the same as it used to be, there are only new abbreviations that have come into peoples language such as 'lol' but this hasn't had a huge impact on peoples language. The average number of people that use abbreviations is only 10% not having a huge impact on peoples lexical choice, and the other 90% of the language we use is standard English.

In his book internet Linguistics, David Crystal mentioned that, The Internet is now an integral part of contemporary life, and linguists are increasingly studying its influence on language. In this student-friendly guidebook, leading language authority Professor David Crystal follows on from his landmark bestseller Language and the Internet and presents the area as a new field: Internet linguistics.

In his engaging trademark style, Crystal addresses the online linguistic issues that affect us on a daily basis, incorporating real-life examples drawn from his own studies and personal involvement with Internet companies. He provides new linguistic analyses of Twitter, Internet security, and online advertising, explores the evolving multilingual character of the Internet, and offers illuminating observations about a wide range of online behavior, from spam to exclamation marks.

Messages of the videos

 Welcome to my blog, I'm writing this blog on the grounds of a task assigned to me by my teacher, to know more about the task. CLICK HERE. 

Video 1. Sir Ken Robinson, Changing Paradigm 

 

We stigmatize mistakes. And we’re now running national educational systems where mistakes are the worst thing you can make — and the result is that we are educating people out of their creative capacities.

        Sir Ken Robinson. 

         According to Ken Robinson, The problem is that the current system of education was designed and conceived and structured for a different age. It was conceived in the intellectual culture of the Enlightenment, and in the economic circumstances of the Industrial Revolution. Our children are living in the most intensely stimulating period in the history of the earth. They are being besieged with information and parse their attention from every platform, computers, from iPhones, from advertising from hundreds of television channels. And we are penalizing them for getting distracted.

The Arts especially address the idea of Aesthetic experience. An aesthetic experience is one in which your senses are operating at their peak. When you're present in the current moment. When you are resonating with the excitement of this thing that you're experiencing. When you are fully alive. And aesthetic is when you shut your senses off, and deaden yourself what's happening. We're getting our children through education by anaesthetizing them. We should be doing the exact opposite. We shouldn't be putting them asleep, we should be waking them up, to what they have inside of themselves. 

Divergent thinking isn't the same thing as creativity. Creativity is the process of having original ideas which have value. Divergent thinking isn't a synonym, but it's an essential capacity for creativity. It's the ability to see lots of possible answers to a question. Lots of possible ways of interpreting a question. To think not just in linear or convergent ways but to see multiple answers and not one. You start off not being very good but you get better as you get older. It shows us 2 things: One is we all have this capacity, and Two: It mostly deteriorates.A lot have happened to these kids as they grown up, a lot. But one of the most important things that happened is that by now they've become educated. They spend 10 years in school being told there is one answer, it's at the back, and don't look. And don't copy because that's cheating. Outside of school that's called collaboration but inside schools it isn't because teachers wanted this way. It's just because it happens that way. It's because it's in the gene pool of education.

Video 2 & 3 Sugato Mitra 

School in the Cloud - SOLE 

Future of Learning. 

My wish is to help design the future of learning by supporting children all over the world to tap into their innate sense of wonder. Help me build the School in the Cloud, a learning lab in India, where children can embark on intellectual adventures by engaging and connecting with information and mentoring online. I also invite you, wherever you are, to create your own miniature child-driven learning environments and share your discoveries.

Mitra wants children around the globe, in addition to traditional schooling, to get a chance to participate in self-organized learning.In 1999, he began what he calls his “hole in the wall” experiment.He carved a hole in a wall in a Delhi slum — about three feet high — and placed a computer in it.Kids had gathered around within a matter of hours and asked Mitra questions about what this thing was.He responded “I don’t know,” and walked away.

Soon the kids were surfing the internet – and teaching each other how to do it more effectively.

If children have internet then education happens. 

Can Technology Replace Teacher?

              I am writing this blog on the grounds of a task assigned to me .To know more about the task CLICK HERE .

Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.

Bill Gates 

                     With the rise in Corona Cases the world has witnessed a sudden rise in online education also as Schools and Universities are shut due to the deadly virus. Technology came as a life savior, some are very happy with online education while some are not so happy with it. Online education has it's own prose and Cons but we don't have any effective substitute than Online education. But... But.. My friends now another prominent question emerged, which is "CAN TECHNOLOGY REPLACE TEACHERS?" The answer of this question is "NO". A teacher can not be replaced by Technology, because we are humans and humans needs humans no matter how much time they spent with technology at the end of the day they need humans. It is much obvious that technology is assisting students in their learning and it is playing a crucial role in the field of education. But, as of now, it does not have the power to replace teachers because human interaction cannot be replaced by computers and human skills cannot be taught by technology.

Role of a Teacher .

Broadly speaking, the function of teachers is to help students learn by imparting knowledge to them and by setting up a situation in which students can and will learn effectively.

Mediator of learning,

Parent substitute,

Organizer of curriculum,

Agent of Social Change, 

Motivator. 

This is a very interesting and realistic poem on what is a Teacher .

 What is the role of A Teacher? 

What do you do?

I’m a teacher.

What do you teach?

People.

What do you teach them?

English.

You mean grammar, verbs, nouns, pronunciation, conjugation, articles and particles, negatives and interrogatives …?

That too.

What do you mean, ‘that too’?

Well, I also try to teach them how to think, and feel – show them inspiration, aspiration, cooperation, participation, consolation, innovation …

help them think about globalization, exploitation, confrontation, incarceration, discrimination, degradation, subjugation, …

how inequality brings poverty, how intolerance brings violence, how need is denied by greed, how –isms become prisons, how thinking and feeling can bring about healing.

Well, I don’t know about that. Maybe you should stick to language, forget about anguish. You can’t change the world.

But if I did that, I’d be a cheater, not a teacher. 

- Alan Maley.

Watch this Short Video:

What shall Teachers do so that they can not be replaced by Technology? 

- Technology is a great assistant , it makes each and every work so easy especially for a teacher so instead of going against it, a teacher should use it as an Assistant.

 - Teacher must have to use technological tools in everyday teaching. Techno Friendly. 

Key Points of the Video :

 Time : 7:6 

How we use the academic 5 years? 

How we use technology? 

Time : 7:17 

Money + time = Freedom 

Time 12:15 

Major Characteristics of Technology. 

1) speed 

2) Precision (Perfection) 

3) Update 

4) Time and Space. 

Time :  19:55

Mark Pransly 

Digital Natives 

Digital Immigrants 

Time : 33:27

First one has to be an online learner rather than be an online teacher. 

Advertisements mentioned in the video :

MTS Internet Baby 

 In this video we can see that the roots of technology is so deep , from childhood humans are using technology just like any other things in life technology became an important part of life . Internet and technology gives us freedom of learning , just one click and thousands of things comes on the screen . learning requires readiness and the maturity of how to use technology . 

Technology +Readiness +Digital Maturity +Knowledge  =Freedom 

Education for All 

 

The Message of this video is Education for All ,it represents the idea of remote learning, with the use of technology one can get education from anywhere, and education, knowledge means freedom. So one can consider technology as the medium of liberation and freedom. 

About the Last Video :

In the video of Satyamev Jayate , it is the best answer to the people who always speaks against the use of technology. The boy found something fishy in the Narega Yojana and with the limited knowledge of English and Internet he exposed a mega corruption, technology became his biggest Weapon against Corruption .

                                                   THANK YOU ......