A Mini-Course for CALL Teacher Training

1
A Mini-Course for CALL Teacher Training

• Philip Hubbard
• Stanford University
• TESOL, April 2, 2004

2
CALL and Teacher Training

• CALL should be part of contemporary language
  teacher training
• Most teacher training programs dont have room to
  add a full, dedicated CALL course
• CALL is too complex to cover in one chapter or
  session of an existing course
• In some settings, like mine, teachers only get a
  single methodology course

3
The Problem

• How do you bring CALL into a teacher training
  course thats already full?

4
The Solution

• Create a 1-unit, supplemental mini-course as an
  option.

5
Course Objectives

• Give students a broad foundation for future
  independent study
• Provide both theoretical and practical
  experiences
• Engage students in a project examples
• Review an article, book, or piece of software
• Design a CALL program or lesson
• Create a CALL website

6
Course Content

• Currently online at www.stanford.edu/class/linguis
  t289/call.html
• Eight 90-minute meetings in a quarter
• Seven weekly topic-based modules
• Weekly assignments
• Final Student presentations course wrap-up

7
1 Introduction to CALL

• CALL defined tutor vs. tool distinction
• Brief history of CALL
• Teacher roles in CALL
• Recommended books, journals websites
• Homework experience CALL software in a language
  you dont know (www.rosettastone.com)

8
2 CALL Software Evaluation, Development, and
Implementation

• Framework for evaluation in-class software
  review
• Framework for development
• Framework for implementation
• Online resources for evaluation
• Online resources for authoring (e.g., Hot
  Potatoes)

9
3 Computer-Mediated Communication

• Text-based CMC
• Synchronous (chat, MOOs, IM)
• Asynchronous (Email, discussion boards)
• Audio/video CMC
• Synchronous (Net Meeting)
• Asynchronous (audio attachments, Wimba)
• Distance language education
• Integrating CMC into a language class

10
4 CALL on the Web

• Disadvantages of the Web
• Advantages of the Web
• Examples for language learning
• Native language resources
• Web-based activities and lesson plans
• Online courseware
• Professional development resources

11
5 CALL and Language Skills

• Listening
• Speaking/Pronunciation
• Reading
• Writing
• Grammar
• Vocabulary
• Culture

12
6 CALL Research

• Goals of CALL research
• Early CALL research
• Some current trends
• Sample research results
• Survey of unanswered questions in CALL

13
7 CALL Learner Training

• Rationale for learner training
• Five principles of learner training
• Examples of learner training

14
8 Course Conclusion

• Student project presentations
• Other areas concordancing, course management,
  testing, teacher education, communities of
  practice, tracking
• Resources for continuing CALL education
• Notes on the future of CALL

15
An Invitation to CALL

• An Invitation to CALL current objective is to
  make mini-course content independent of the
  methodology class
• In-service course four 3-hour sessions (Summer
  2003)
• Set up guidance for self study
• Add materials and guidelines for other teacher
  trainers
• URL www.stanford.edu/efs/callcourse

16
Conclusion

• This mini course fills a gap between nothing,
  or a single chapter/lecture on CALL, and a full
  CALL course
• Limitations my biases and little technical
  training
• It can be used as a supplement to a teaching
  methodology course
• It can be used for in service training courses,
  workshops, or self-study