WhyCALL

Further, a major change in the society that has had a strong effect on education is the revolution in technology. Lindenau (1984) pointed out that we are currently at the center of a revolution in microelectronics. The development of computer technology is reshaping the needs of society needs and the needs of learners, transforming basic concepts such as communication and literacy (Warschauer, 1999).
The mass industrialization and globalization processes of the 20th century changed literacy from a mode of self-expression to a set of skills necessary to function in modern society, including skills related to the use of technology in the communication process (Warschauer, 1999). The fact that literacy undergoes evolutionary stages that parallel the stages of societal development raises the question of the responsibility of educators to account for this development and implement the new trends into an educational model whose outcomes will support the learners’ performance in society. One of the new dimensions of 21st century literacy that educators need to account for is the ability to employ sound and effective strategies when working with the vast informational resources available through the new communication channels. Previous research shows that well-designed computer activities support the development of new literacy skills: they allow involving language learners in processes of active cognitive construction of meaning, situating these processes in the contemporary social context (Chandler, 2001, Warschauer, 1999). In this issue of TELL ELI, our colleagues will share their experiences, views, and resources that support the development of new literacy skills and more specifically effective searching techniques and strategies to be applied in the 21st century information environment.

References:

Chandler D. (2001). Semiotics, the Basics, New York: Routledge.
Cooper, M. (1989) Why are we talking about discourse communities? Or, foundationalism rears its ugly head once more. In M. Cooper & M. Holzman (Eds.), Writing as a social practice. Portsmouth, NH: Boyton/Cook (pp.202-220).
Ellis, R. (1994). The study of second language acquisition. London: Oxford University Press.
Lindenau, S. (1984). Improving electronic laboratory study in English as a second language programs: A Case in Point. NALLD Journal, 19, 6-13.
Oxford, R., Rivera-Castillo, Y. Feyten, C., & Nutta, J. (1998). Computers and more: creative uses of technology for learning a second or foreign language. In V. Darleguy, A. Ding, & M. Svensson, (Eds.) Les Nouvelles Technologies Educatives dans l'apprentissage des langues vivantes: réflexion théorique et applications pratiques. November 15, 2002 retrieved from: http://www.insa-lyon.fr/Departements/CDRL/computers.html
Salaberry, R. M. (2001). The Use of Technology for Second Language Learning and Teaching: A Retrospective, The Modern Language Journal, 85, 39-56.
Warschauer, M. (1999). Electronic literacies. Language, culture, and power in online education. Mahwah, New Jersey, London: Lawrence Erlbaum Associates, Publishers.

TELL@ELI Issue 6, Fall 2004
Copyright © 2004, University of South Florida.
English Language Institute
University of South Florida
4202 E. Fowler Ave, CPR 107
Tampa, FL 33620
Phone: 813-974-3433
Fax: 813-974-2769

TELL@ELI Email: Iona Sarieva (sapicoa@chuma1.cas.usf.edu)

Tell @ ELI Technology Enhanced Language Learning at the English Language Institute
The Power of Digital Search Issue 6, Fall 2004 TELL ELI Archives
*21 st Century Literacy*	Why CALL: About the 21st Century Literacy Iona Sarieva In this paper, I would like to re-introduce the link between theory and practice in the context of Computer Assisted Language Learning (CALL). There are several very specific reasons that drew my attention to this topic and made me think that it might be of interest for you, the ELI teachers.
*Searching for Answers*
Information Literacy
*Website* *Evaluation*		In this issue of TELL ELI, our colleagues will share their experiences, views, and resources that could support the development of new literacy skills.
This semester the CALL survey results revealed that some of you would actually like to back up the active CALL practices applied in the ELI classrooms with some theory. On the other hand, several teachers shared in their survey responses that they are not sure about how to promote the importance of the computer lab activities for their language learning to the students. Yet, others would like to introduce more CALL activities in the Elective classes and less in the ‘regular’ classes. I hope that this short reflection on the topic ‘Why CALL’ will further encourage the TELL ELI discussions on ‘How CALL’. It aims to support the ELI teachers in the process of designing and delivering instruction coherent with the social dynamics of the 21st century as well as of meeting the challenges of being a part of a research university.
		The development of computer technology is reshaping the needs of society and the needs of learners, transforming basic concepts such as communication and literacy.
During the second half of the 20th century major shifts in communication, language learning theory, and foreign and second language education in general posed a new question to researchers: How can the new views on language, communication, and technology be applied in second language (SL) educational settings in order to improve language acquisition and support learners in gaining and mastering language skills relevant to the needs of contemporary society? In this context, Computer Assisted Language Learning (CALL) is viewed as an important venue that offers new perspectives and poses new questions. Educators and researchers agree “that there could be a potential waste of resources if pedagogy does not take advantage of new technological tools” (Salaberry, 2001, p.39). Today the question is not whether CALL contributes to language learning but rather what CALL tasks should be applied in the second language classroom in order to support language acquisition in instructional settings (Oxford, Rivera-Castillo, Feyten & Nutta, 1998). The immerging globalization of the 21st century raised new requirements and expectations for educators. The globalization and democratization processes influenced foreign and second language education theory and practice. The necessity of approach that would enhance the communication between different cultures was recognized, this directed foreign language (FL) and second language (SL) educators to aim their instruction at establishing teaching practices that would lead to strong communication skills development (Salaberry, 2001; Warschauer, 1999). In the second half of the 20th century, the Proficiency Based Language Learning model of FL education was described and accepted (Ellis, 1994); this model met the needs of both language learners and society by focusing on real life communication as well as on the value of purpose and audience in the communication process (Cooper, 1989; Salaberry, 2001).
		One of the new dimensions of 21st century literacy that educators need to account for is the ability to employ sound and effective strategies when working with the vast informational resources available through the new communication channels.
Further, a major change in the society that has had a strong effect on education is the revolution in technology. Lindenau (1984) pointed out that we are currently at the center of a revolution in microelectronics. The development of computer technology is reshaping the needs of society needs and the needs of learners, transforming basic concepts such as communication and literacy (Warschauer, 1999). The mass industrialization and globalization processes of the 20th century changed literacy from a mode of self-expression to a set of skills necessary to function in modern society, including skills related to the use of technology in the communication process (Warschauer, 1999). The fact that literacy undergoes evolutionary stages that parallel the stages of societal development raises the question of the responsibility of educators to account for this development and implement the new trends into an educational model whose outcomes will support the learners’ performance in society. One of the new dimensions of 21st century literacy that educators need to account for is the ability to employ sound and effective strategies when working with the vast informational resources available through the new communication channels. Previous research shows that well-designed computer activities support the development of new literacy skills: they allow involving language learners in processes of active cognitive construction of meaning, situating these processes in the contemporary social context (Chandler, 2001, Warschauer, 1999). In this issue of TELL ELI, our colleagues will share their experiences, views, and resources that support the development of new literacy skills and more specifically effective searching techniques and strategies to be applied in the 21st century information environment. References: Chandler D. (2001). Semiotics, the Basics, New York: Routledge. Cooper, M. (1989) Why are we talking about discourse communities? Or, foundationalism rears its ugly head once more. In M. Cooper & M. Holzman (Eds.), Writing as a social practice. Portsmouth, NH: Boyton/Cook (pp.202-220). Ellis, R. (1994). The study of second language acquisition. London: Oxford University Press. Lindenau, S. (1984). Improving electronic laboratory study in English as a second language programs: A Case in Point. NALLD Journal, 19, 6-13. Oxford, R., Rivera-Castillo, Y. Feyten, C., & Nutta, J. (1998). Computers and more: creative uses of technology for learning a second or foreign language. In V. Darleguy, A. Ding, & M. Svensson, (Eds.) Les Nouvelles Technologies Educatives dans l'apprentissage des langues vivantes: réflexion théorique et applications pratiques. November 15, 2002 retrieved from: http://www.insa-lyon.fr/Departements/CDRL/computers.html Salaberry, R. M. (2001). The Use of Technology for Second Language Learning and Teaching: A Retrospective, The Modern Language Journal, 85, 39-56. Warschauer, M. (1999). Electronic literacies. Language, culture, and power in online education. Mahwah, New Jersey, London: Lawrence Erlbaum Associates, Publishers. TELL@ELI Issue 6, Fall 2004 Copyright © 2004, University of South Florida. English Language Institute University of South Florida 4202 E. Fowler Ave, CPR 107 Tampa, FL 33620 Phone: 813-974-3433 Fax: 813-974-2769 TELL@ELI Email: Iona Sarieva (sapicoa@chuma1.cas.usf.edu)