From Caterpillar to Butterfly: Using Modern Technology with the Current Paradigm of ELS Instruction
AbstractSince the introduction of language laboratories within programs of second language (L2) instruction in the 1960s, an ebb and flow of interest in the use of modern technologies has been matched by shifts in L2 learning theory. Recent advances in technology once again are prompting increased attention to the role technological resources play in L2 instructional settings. When viewed from the perspective of the 1990s, the early use of language laboratories seems an example of a technological innovation that was ahead of its time. The problems of the past were not due to the nature of the technology itself, but to decisions on how it was implemented and to the kinds of supporting instructional resources then available. Recently, a wide variety of improved audio, video, and videodisc resources, and computer programs have become available. The following discussion begins with the familiar example of a language laboratory, and goes on to provide comprehensive guidelines for incorporating modern technology generally within the current paradigm of ESL instruction. The focus is on designing a comfortable environment for learning, selecting useful resource materials, insuring accessibility to students, promoting interactive and interpersonal communication, and providing opportunities for negotiating meanings through self-directed learning.
How to Cite
Murphy, J. . . . . . . . . . . (1992). From Caterpillar to Butterfly: Using Modern Technology with the Current Paradigm of ELS Instruction. TESL Canada Journal, 9(2), 80–98. https://doi.org/10.18806/tesl.v9i2.605
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