Professor Cindy Brantmeier
Department of Romance Languages and Literatures
Washington University
cbrantme@artsci.wustl.edu
http://artsci.wustl.edu/~cbrantme/CBwebsite.htm

This seminar will transform knowledge about applied linguistics and second language acquisition (SLA) and pedagogy into practice while focusing on the impact of technology. The course fosters professional development as participants formulate critical skills for assessing, creating and integrating technology into the classroom. Topics include interactive and non-interactive hypermedia technologies, computer-assisted language learning (CALL) and second language (L2) literacy, language testing and technology, distance learning, online chat discussions, software selection, and more. Course formats include readings, discussion, demonstrations and hands-on sessions with technologies. As part of a teaching portfolio, students will create their own computer-based materials for teaching.

Course Syllabus:  The course consists of three parts that are interwoven throughout the semester.

I. APPLIED LINGUISTICS AND SLA THEORIES AND RESEARCH
The course begins with a review of SLA theories and research. We will focus on
how computer assisted learning (CALL) fits within these frameworks. Topics include:  language learning contexts, language and culture, acquisition processes, etc.

II. PEDAGOGY and CALL
The course will also emphasize teaching and learning. We examine how CALL has been used in teaching environments. We evaluate CALL materials by examining their usefulness, quality, etc.

III. DESIGN
The last part of the class focuses on the design and implementation of computer software. We will create pedagogically effective activities based on current SLA theory.

Required Materials:
Course Packet of Articles available on ERES          http://eres.wustl.edu/eres/

Electronic Journal:
Language Learning and Technology:  A Refereed Journal for Second and Foreign Language Educators. http://llt.msu.edu

Recommended Reference Books:
Lee, James F. and Bill VanPatten. (1995). Making Communicative Language Teaching Happen. NewYork: McGraw.

Lightbown, Patsy M. and Nina Spada. (1999). How Languages are Learned, 2nd ed. Oxford:  Oxford, UP.

Course Assignments:
1. Annotated Applied Linguistics / SLA Bibliography of 4 articles - 25%
2. Discussion Leader - 10%
3. Software Review - 15%
4. Presentation of Software Review - 10%
5. Creating a Computer Based Teaching Unit
 (for Washington University courses) - 20%
6. Presentation of Teaching Unit - 10%
7. Teaching Portfolio, includes teaching philosophy and philosophy on integration of technology in the L2 classroom - 10% (1st draft 2%; 2nd draft 8%)
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Washington University offers technology-related workshops and conferences. Please note the following items:

**Summer workshops for graduate students. Topics include building a web page, building a course site, etc. See the following for detailed information:
http://www.artsci.wustl.edu/~gssw/

**For free online software tutorials, see: http://www.artsci.wustl.edu/~teachcen/WUTC/teach_tech.html#soft
Includes software tutorials for Dreamweaver, Photoshop, Excel, etc.

**  I*Teach Conference: Integrating technology into your teaching at Washington University.
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Week 1, Jan. 19th:  Overview of Course

· Introduction to course
· A historical perspective on  language teaching and CALL
· Video on CALL
· Teaching philosophy
http://artsci.wustl.edu/~teachcen/WUTC/TA/teach_phil.html
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Week 2, Jan. 26th:  Research in Applied Linguistics / Second Language Acquisition
            Technology-based Culture Projects

· History of language teaching in the USA
· Methods and procedures of research in Applied Linguistics
· History of CALL
· Culture and technology

Required Reading:
Bax, S. (2003). CALL-past, present and future. System, 31, 13-28.

Beld, T. (2004). The technology enhanced language classroom:  Pedagogically informed technology for second language acquisition. In Y. Saito-Abott, Donovan, R. & Abbot, T. Emerging Technologies in Teaching Languages and Culture. (pp. 43-48). San Diego, CA: LARC Press.

Met, M. (2004). Teaching culture: What and how? Emerging Technologies for Teaching Foreign Languages and Cultures.11-16.

Bailey, M. et al. (2004). Technology-based language and culture projects at the University of Texas at Austin. Emerging Technologies for Teaching Foreign Languages and Cultures. 363-381.

Optional Reading:
Kramsch, C. (2000). Second language acquisition, applied linguistics, and the teaching of foreign languages. The Modern Language Journal 84,iii.

Osuna, M. & Meskill, C. (1998). Using the world wide web to integrate Spanish language and culture: A pilot study. Language Learning and Technology.
http://llt.msu.edu

Cubillos, J. (1997). Technology:  A step forward in the teaching of foreign languages. In  Harper, J. et al. (Eds.), The Coming of Age of the Profession: Issues and Ideas for the Teaching of  Foreign Languages. Boston:  Heinle & Heinle.

Richards, J. & Rodgers, T. (1986). A brief history of language teaching. In Approaches and Methods in Language Teaching. Cambridge:  Cambridge University Press.

Due:  First Version of Teaching Philosophy
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Week 3, Feb. 2nd:  Creating Contexts for SLA/CALL

· Communicative language teaching
· Form / Meaning connections in SLA
· Research driven technology use
· Instructors’ perceptions of CALL

Required Reading:

Hauck, B., Willingham, L, & Youngs, B. (1999). Evaluating the integration of technology and second language learning. CALICO Journal, 17(2), 269-306.

Meskill, Mossop, DiAngelo, Pasquale. (2002). Expert and novice teachers talking technology:  Precepts, concepts and misconcepts. Language Learning and Technology.
http://llt.msu.edu

Brantmeier, C. (2003). Technology and second language reading at the university level: Informed instructors’ perceptions. The Reading Matrix, Special Issue on Reading and Technology, 3(3), 50-74.

Optional:
Bush, M. D. (1997). Implementing technology for language learning. In M.D. Bush & R. M. Terry (Eds.). Technology-enhanced Language Learning. Lincolnwood:  National Textbook Company.
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Week 4, Feb. 9th:  Creating Contexts for SLA/CALL

· Research on individual learner differences and SLA
· Individual learner differences and CALL
· Presentation of computer-based materials for Advanced Spanish (Author Cindy Brantmeier)
· Technology expenditures and student attitudes

Required Reading:
Ramirez:  Chapter Six – Differences Among Language Learners

Brantmeier, C. (2004). Technology and the individual:  Students in control of advanced second language acquisition. Emerging Technologies in Teaching Languages and Culture. 279-299.

Ayres, R. Learner attitudes towards the use of CALL. Computer Assisted Language Learning. 15(3), 241-249.

Optional:
Warschauer, M. (1997). Computer-mediated collaborative learning:  Theory and practice. Modern Language Journal. 81, 470-481.
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Week 5, Feb. 16th:  Second Language Literacy and CALL

· Presentation: Video and Literature Courses- Dr. Andrew Brown (2:00-2:30)
· Second language reading:  Theories and research
· Second language reading and CALL
· Presentation of Inspiration Concept Mapping software (Cindy Brantmeier)

Required Reading:

Anderson, N. (2003). Scrolling, clicking and reading English: Online reading strategies in second/foreign language. The Reading Matrix. 3(3), 4-33.
http://www.readingmatrix.com/archives/archives_vol3_no3.html

Brandl, K. (2002). Integrating internet-based reading materials into the foreign language curriculum:  From the teacher - to student-centered approaches. Language Learning and Technology. http://llt.msu.edu

**Choose one article from the Special Issue on Reading and Technology, The Reading Matrix
http://www.readingmatrix.com/archives/archives_vol3_no3.html

Optional Reading:

Martinez-Lage, A. (1997). Hypermedia technology for teaching reading. In M.D. Bush & R. M. Terry (Eds.), Technology-enhanced language learning. Lincolnwood:  National Textbook Company.
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Week 6, Feb. 23rd:  Second Language Literacy and CALL

· Presentation of CALL materials- Anouk Alquier & Shenika Harris
· Second language writing:  Theories and research
· L2 literacy and CALL
· Plagiarism and the web

Required Reading:

Richards, C. (2000). Hypermedia, internet communication, and the challenge of redefining literacy in the electronic age. Language Learning and Technology. http://llt.msu.edu

New, E. (1999). Computer aided writing in French as a foreign language:  A qualitative and quantitative look at the process of revision. The Modern Language Journal.83, 80-97.

Kramsch, Claire. (2000). Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language Learning and Technology.
http://llt.msu.edu

Optional Reading:

Doughty, C. (1987). Relating second language acquisition theory to CALL research and application. In W.F. Smith (Ed.), Modern Media in Foreign Language Education:  Theory and Implementation. Lincolnwood:  National Textbook Company.

Hoven (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning and Technology. http://llt.msu.edu

Due:  Annotated Bibliography (5 articles)
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Week 7, March 2nd:  Design and Evaluation of Multimedia Software

· Evaluating published software for L2 learning: Informed decisions
· Effectiveness of CALL exercise types: Input and output
· Demonstration of software evaluation  (Cindy Brantmeier)

Required Reading:
Hall, V. & Martin, L. (1999). Making decisions about software for classroom use. Reading Research and Instruction. 38(3), 187-196.

Heift, T. Drag or type, but don’t click: A study on the effectiveness of different CALL exercise types. The Canadian Journal of Applied Linguistics. 6(1), 69-85.

Plass, J. (1998). Design and evaluation of the user interface of foreign language multimedia software:  A cognitive approach. Language Learning and Technology.
http://llt.msu.edu

Optional Reading:
Jacobs, G. & Rodgers, C. (1999). Treacherous allies: Foreign language grammar checkers. CALICO Journal, 509-29.

Chapelle, C. (1998). Multimedia CALL:  Lessons to be learned from research on instructed SLA. Language Learning and Technology. http://llt.msu.edu

Salaberry, R. (2000). Pedagogical design of computer mediated communication tasks:  Learning objectives and technological capabilities. Modern Language Journal. 84, 28-37.
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Week 8, March 9th:
***SPRING BREAK – NO CLASS***
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Week 9, March 16th:  Task-based learning and CALL

· Developing thinking skills through technology
· Task-based learning:  Theory and research
· Input vs. output and CALL
· Presentation of computer-based Swahili materials – Dr. Mungai Mutonya

Required Reading:

Campbell, C. & Salazar, J. (2004). Exploring the development of language and thinking skills through technology. Emerging Technologies in Teaching Languages and Culture. 49-54.

Hegelheimer, V. & Tower, D. (2004). Using CALL in the classroom: Analyzing student interactions in an authentic classroom. System, 32, 185-205.

Muller-Hartmann, Andreas. (2000). The role of tasks in promoting intercultural learning in electronic learning networks. Language Learning and Technology. http://llt.msu.edu

Nagata, N. (1998). Input vs. output practice in educational software for second language acquisition. Language Learning and Technology. http://llt.msu.edu
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Week 10, March 23rd:  Language Testing and Technology
                                        Online Language Placement Exams

· Language testing and technology
· Online placement exams
· Electronic mail
· Presentation of online placement exams (OPLE) for French, Italian, and Spanish at Washington University (Cindy Brantmeier)

Required Reading:
Chalhoub-Deville, M. (2001). Language testing and technology: Past and future.
Language Learning and Technology, 5(2), 1-5. http://llt.msu.edu

Hemard, D. & Cushion, S. (2003). Design and evaluation of an online test: Assessment conceived as a complementary CALL tool. Computer Assisted Language Learning. 16(2-3), 119-139.

Barcelo, B. (2004). Contextualizing a placement examination. Emerging Technologies in Teaching Languages and Culture. 275-278. http://llt.msu.edu

Optional Reading:
Dunkel, Patricia. (1999). Considerations in developing or using second/foreign language proficiency computer-adaptive tests. Language Learning and Technology.
http://llt.msu.edu

Gonzalez-Bueno, Manuela. (1998). The effects of electronic mail on Spanish L2 discourse. Language Learning and Technology. http://llt.msu.edu

Due:  Software Review
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Week 11, March 30th:

Presentations of Software Reviews
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Week 12, April 6th: Online Discussions
                                Distance Learning
                                Videoconferencing and CALL

· Online collaboration and chat session
· Presentation of Intermediate Spanish Online Discussion Project: Amanda Carey
· Distance education
· Videoconferencing
· Presentation of Quixote Distance Learning Project (Cindy Brantmeier)

Required Reading:
Lee, L. (2004). Learners’ perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning and Technology, 8(1), 1-21.
http://llt.msu.edu

Aplevich, P. & Willment, J. (1998) Teaching and learning through distance education:  The challenges, expectations, and outcomes. In  Harper, J. et al. (Eds.), The Coming of Age of the Profession: Issues and Ideas for the Teaching of  Foreign Languages. Boston:  Heinle & Heinle.

Wang, Y. (2004). Supporting synchronous distance language learning with desktop videoconferencing. Language Learning and Technology. 8(3), 1-37. http://llt.msu.edu

Optional Reading:
Lamy, M. & Goodfellow, R. (1999). Reflective conversation in the virtual language classroom. Language Learning and Technology. http://llt.msu.edu
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Week 13, April 13th:

No reading – Design project
Project Consultation with Professor Brantmeier
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Week 14, April 27th: Last Class

No reading – Presentation of Projects and Portfolios
Due:  Portfolio

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