1. “English, Englishes, and Englishing in multilingual
and multimedia environments: From theory to
practice”
May 19-20, 2011

2. Multimedia, multimodal,
multilateral, multiplatform
KC LEE
Centre for English Language Communication
National University of Singapore

3.  Technology changes at very fast speed
 Learning takes time
Language
Technology ….
learning
 acquisition of language at a faster rate?
 enhanced learning?
 better language and communication skills?

4.  Technology changes at very fast speed
 Learning takes time
Language
Technology ….
learning
 interference?
 acquisition of unhealthy communication
habits/practices?
 c u @ *$ - See you at Starbucks
 F u cn rd ths thn wats th prblm (Crystal, 2008:6) –
If you can understand this then what’s the problem

5. Part One – Theoretical
1. Evolution of technology in language education
2. Key assumptions, issues and challenges
3. Sustainability of using technologies and media
Part Two - Practical
1. Implications
2. Incorporating technology into language courses
3. An organic approach

6. Internet Wifi, 3G, 4G, Web
Software (CDs)
(early) 2.0
little or no high interactivity,
high interactivity,
interactivity, low medium
high accessibility
accessibility accessibility
chat, skype, blog,
drills, structured practices email, discussion
wiki, twitter, second
(asynchonous) forum (asynchonous)
life (synchronous)

7.  Is technology shaping how language is taught or
learned?
 Are language acquisition theories guiding use of
technology in the language classroom?
 Can both inform each other for an optimum
learning experience?

8. Internet
Software (CDs) Web 2.0
(early)
Patterndrills and Variety of tasks In addition to
structured practices and activities that linking information
behaviorist help lower anxiety, and learners,
increase motivation provides
(through opportunities for
interaction) engagement and
Combination of participation
cognitive and (Warshauer &
affective learning Grimes, 2007)
humanistic social
constructivist
(Bruffee, 1993;
Vygotsky, 1978)

9.  learners interact to create and negotiate meaning
in a meaningful, effective way
◦ quality of written output – maturity of thoughts,
organization and fluency (Beauvois, 1998; Blackstone,
2007; Lee, 2009; Leppanen & Kalaja, 1995; Pellettieri,
2000; Sengupta, 2001)
◦ group dynamics (Warschauer, Turbee & Roberts,1996)
◦ participation rate (Chun, 1994; Kern, 1995; Sengupta,
2001; Sullivan & Pratt, 1996; Warschauer, 1996)

10.  learners interact to create and negotiate meaning
in a meaningful, effective way
◦ reducing stress (Beauvois, 1998)
◦ building of confidence (Skinner and Austin, 1999)
◦ collaborative learning (Bump, 1990; Pychyl, Clarke &
Abarbanel, 1999; Shive, 1999; Soh & Soon, 1991)

11.  learners interact to create and negotiate meaning
in a meaningful, effective way
◦ “more time to process and monitor the interlanguage,
synchronous network-based communication fosters the
negotiation of meaning and form-focused interaction”
(Pellettieri, 2000:83)
◦ “electronic discussion can be a good environment for
fostering use of more formal and complex language, both
lexically and syntactically” (Warschauer, 1996:22).

12.  scaffolded learning
 zone of proximal development (Vygotsky, 1978)
 learners develop their cognition (and linguistic competence)
by interacting and communicating with people within their
knowledge community

13. Technology Learner
Teacher Pedagogy
Potential
Risks

14. Different
purpose
New or Accessibility,
additional portability,
features mobility
Fast
Technology Compatibility
changing

15. Discourse/
Language use
Quality of
“mode switch”
communication
Learner

16. Confidence
Competence/
Experience
Knowledge
Teacher

17. Theories and
Quality of new
assumptions
technology
are priority
Sound and Tension –
solid empirical social tool for
research academic
(insufficient ) purpose
Pedagogy

18.  “technology is NOT a guarantee for the better … it
may actually hinder [L2] development if, as
teachers, we are only guided by mindless
innovation” (Negueruela-Azarola, 2009: 245)

19.  framework grounded in theories and assumptions
◦ how individuals engage with their surroundings
and community in creating meaning and in
enhancing learning
◦ an interactive interface which provides a
participatory and interaction platform that
allows and encourages learners to build upon
what they already know through working within
similar learner and learning communities
◦ accessibility of platform

20.  Commercially available comprehensive
programmes
 Free tools on the internet for specific purpose
 Social networking tools for interaction

21.  Rosetta Stone (http://www.rosettastone.com/)

22.  Livemocha (http://www.livemocha.com/)

23.  Second life (http://secondlife.com/)

24.  NUS Second Life (https://u.nus.edu.sg/secondlife/default.aspx )

25.  Podcast (portable broadcast)
http://courseware.nus.edu.sg/e-
daf/podcast/lag1201_0910_1.htm

26.  Audacity (http://audacity.sourceforge.net/)

27. chat
twitter skype
Social
Wiki,
networking
discussion
google
docs
tools forum
blog facebook

28.  Discussion forum

29.  Chat, Skype

30.  Wiki (collaborative writing)

31.  Google docs (collaborative writing)

32.  Twitter

33.  facebook

34.  Personal Learning Environment (PLE)
 Mobile learning (m-learning)
 Corpus-driven and collocation-driven tools

35.  individualized learning environment
 empowerment of choices in learning
Virtual Learning
Environment (VLE) Personal Learning
Environment (PLE)
Language Management
System (LMS)

36.  SymbalooEDU

37.  NUS SymbalooEDU (http://edu.symbaloo.com/mix/e-celc)

38. Organic approach
“The organic metaphor sees second language
acquisition more like growing a garden than
building a wall. From such a perspective, learners
do not learn one thing perfectly, one item at a time,
but numerous things simultaneously (and
imperfectly).” (Nunan, 1995:102)

39. Organic approach to integration of
technology into language learning
 environment, community – meaningful communication and
effective learning
 ecosystem
 eclectic and dynamic

40. KC Lee
Centre for English Language Communication
National University of Singapore
Email: elcleekc@nus.edu.sg