Transformations of the Language Laboratory

Abstract

This chapter focuses on the relationship between remediation and educational innovation in Information and Communications Technology- (ICT) intensive learning environments, as exemplified by the language laboratory (language lab) and its digital descendants. Historically, the language laboratory has been affected by a number of technological and instructional changes, transforming the dead-end of behavioural methodology into the current socio-collaborative paradigms of language learning. The language laboratory has thus been transformed into a learning environment that incorporates and refers to several generations of technology-based language learning. The principles of Computer-Assisted Language Learning (CALL) will serve as this chapter’s theoretical framework. It will also deal with the issues of repurposing and remediation raised by Bolter & Grusin (1999). Remediation is defined as a process of transformation wherein older media are represented and refashioned in new media contexts. It will also be argued that there is a dialogical relationship between the processes of remediation inherent in the genealogy of the language laboratory, and the processes of educational innovation. In addition to this, the chapter will suggest ways of rethinking and reforming the language laboratory through Mobile-Assisted Language Learning (MALL).

Redesigning for mobile plurilingual futures

“…And indeed, digital mobile functionality has been harnessed for innovative language teaching in programs designed by specialists in language learning, such as augmented reality (AR) language trails, utilizing GPS for navigation through physical contexts in a target language (Holden & Sykes, 2011;Pegrum, 2014), and interactive nonlinear storytelling pinned to place-based quests (Liu et al, 2016). However, the historical genealogy of technology-enhanced language learning is rooted in the 1950s language laboratory when behavioural pedagogies were current (Bo-Kristensen & Meyer, 2008). The untethering of 21st century mobile and virtual labs from floorbolted technologies enabled design-based, learner-centred pedagogies that fostered agentive learning (Bo-Kristensen & Meyer, 2008).…”

“…However, the historical genealogy of technology-enhanced language learning is rooted in the 1950s language laboratory when behavioural pedagogies were current (Bo-Kristensen & Meyer, 2008). The untethering of 21st century mobile and virtual labs from floorbolted technologies enabled design-based, learner-centred pedagogies that fostered agentive learning (Bo-Kristensen & Meyer, 2008). However, as Reinders and Pegrum (2015) pointed out, the commercial trend to "appification" (p. 2) of mobile language learning leads away from collaborative learning designs (mobilizing the innovative affordances of mobile devices) towards what Godwin-Jones (2011) described as: "pedestrian, uncreative, and repetitive [programs that] .…”

Dansk på mobilen

“…Hvor det hidtil ofte har vaeret underviseren, der har afgjort, hvad der var relevant og autentisk, kan kursisten med mobiltelefonen nu selv aktivt definere relevans og autenticitet. Det mobile sproglaboratorium redefinerer så at sige relevans og autenticitet ved at laegge ansvaret for 'tekst'produktionen over på kursisten (Bo-Kristensen & Meyer 2006;Rybner 2004). Kursisten, der aktivt anvender mobilteknologiens "mobilitet", vil kunne tage beslutninger om, hvad det vil vaere nyttigt at inddrage i sit laeringsforløb.…”

Challenges of Plateau State Polytechnic English Lecturers in Utilizing ICT for Manpower Development

“…Point out that while language teaching must capitalize on these technological opportunities, it must also consider the complex institutional and pedagogical contexts that reinforce and integrate technology into language teaching (Bo-Kristensen, 2008). One of the challenges is the high cost of building, upgrading, operating and maintaining ICT equipment, especially in a developing country like Nigeria.…”