Resource Centre

The main aim of the ICT4LT website is to provide a collection of ICT training materials for teachers of foreign languages (see below). It is not intended to be a collection of CALL resources for use by language teachers in the classroom for teaching a specific language or by individual learners studying a language independently. There are links to some CALL resources in the individual modules (see the Contents page), and you may find the Glossary useful as it acts both as a glossary of ICT and CALL terminology and as an index to the ICT4LT site as a whole.

Other ICT training resources on the Web

There are numerous links to other ICT training resources on the Web throughout the ICT4LT site. Here are a few examples:

The Consultants-E offers an online course that leads to a Certificate in Teaching Languages with Technology.

There are many other online courses that are geared specifically to ICT and language teaching. For example, the British Council offers teachers of English as a Foreign Language a course in Learning Technologies for the Classroom, and Graham Davies maintains a list of online and face-to-face Courses in ICT for Language Teachers.

The BBC's WebWise learning materials are very useful for beginners. They cover the basics of using a computer and also include information on using the Web, email, social media, and safety and privacy issues.

For more experienced computer users, Russell Stannard has created an excellent set of Teacher Training Videos for a range of ICT applications.

The Training Zone at the website Centre for Information on Language Teaching (CILT) offers continuing professional development materials for teachers of languages to students aged 14-19. The materials include a number of tutorials on using ICT.

In order to enable you to assess what you already know and need to now about ICT we have created a downloadable Word document containing a set of "can do" lists: ICT_Can_Do_Lists. The document is designed for:

The "can do" document covers selected generic applications (e.g. Word, browsers, email software, PowerPoint) and software applications that are particularly useful for language teachers. Under the heading for each application there is a range of essential tasks that the teacher should be able to carry out in order to feel comfortable working with the software - a so-called "can do" list. The applications and the tasks have been selected according to their usefulness for teaching foreign languages.

Teachers' discussion lists, blogs and wikis are good places to look for ICT training resources: see Section 12, Module 1.5.

In recent years there has been an increasing demand for training in the use of virtual worlds in language learning and teaching. Section 14.2.1, Module 1.5 is an expanding section of the ICT4LT site that focuses on the virtual world of Second Life. Learning how to use a Second Life will take some time, but it is worth the effort! Graham Davies aims to make your Second Life learning curve a little easier with this set of tutorial materials in Word format: Introduction to the Second Life Viewer. The materials take you step-by-step through the basics and include many links to other resources on the Web, including YouTube videos.

Useful Web links

Module 1.5, Module 2.3 and Module 3.3 all focus on the Internet and the World Wide Web. Specific lists of links can be found in the bibliography and references section of each of these three modules. The list of links here is limited to links relating to topics dealt with in other ICT4LT modules, plus a number of official government sites, EU sites and Council of Europe sites. For a comprehensive list of links relating to language learning and teaching see Graham Davies's Favourite Websites page. This is a bigger and more detailed set of links than those listed below, and it's updated every week.

General

aPLaNET (Autonomous Personal Learning Networks for Language Teachers): An EU-funded project: http://aplanet-project.org/

The Ashcombe School's Modern Foreign Languages website: Lots of materials, advice, software evaluations, worksheets, exercises for different languages, etc. A comprehensive and well maintained site - a lot more useful than most of the sites maintained by UK government agencies. See Case Study 5 in Module 3.1, Managing a multimedia language centre.

Assessment and Testing: See the module on Computer Aided Assessment (CAA) and language learning: Module 4.1. See Language Testing.

Babel Fish: An automatic translation package: http://babelfish.yahoo.com. Not 100% perfect but certainly conveys the gist of a text. See Section 3, Module 3.5, headed Machine Translation.

BECTA: The Council for Educational Technology (CET), a forerunner of the British Educational and Communications Technology Agency (BECTA), began to be active in the area of Modern Foreign Languages/ICT in the late 1970s. In 1981 the CET joined forces with CILT in the organisation of the first major conference focusing on Modern Foreign Languages/ICT. In the same year the Microelectronics Education Programme (MEP) was launched under the auspices of the CET, leading to the establishment of a network of support centres and teams of advisory teachers responsible for offering advice and training in a range of different subject areas, including Modern Foreign Languages, for primary and secondary education teachers. A number of Modern Foreign Languages software packages and Modern Foreign Languages/ICT printed publications were produced under the MEP initiative. A national centre, the Microelectronics Education Support Unit (MESU), was then set up as a successor to the CET. The MESU was renamed the National Council for Educational Technology (NCET), to be renamed yet again (in 2000) as BECTA. BECTA was finally closed down in January 2011.

British Council: The British Council is the UK's international organisation for educational and cultural relations: http://www.britishcouncil.org/. Its purpose is to enhance the UK's reputation in the world as a valued partner. It does this by creating opportunities for people worldwide with programmes in education, English language teaching, the arts, science, governance and information through a network of 230 offices and teaching centres in 109 countries. The British Council receives a grant-in-aid from the Foreign and Commonwealth Office (FCO) and earns income from teaching English, conducting British examinations and managing development and training contracts.

CALL@Hull : Fred Riley's website. Contains some of the resources originally located at the website of the CTICML and the C&IT Centre, University of Hull - both now defunct.

CEMLL (Centre for Excellence in Multimedia Language Learning): Based in the School of Languages and Literature at the University of Ulster, the focus of CEMLL is to research the use of computer-based multimedia teaching facilities and develop appropriate teaching methods. CEMLL's approach to multimedia language learning is to integrate use of digital technology in class to promote active engagement and to support dynamic intervention. The primary aims of CEMLL are to: -(i) develop teaching excellence and encourage innovation in the use of multimedia resources, (ii) integrate the use of multimedia resources with face-to-face teaching, (iii) research and evaluate the effectiveness of teaching in a multimedia environment, (iv) collaborate with colleagues within the University of Ulster and other HE Institutions and share good practice.

CILT: The Centre for Information on Language Teaching (UK). Now known as The National Centre for Languages, which is a single national body embracing CILT and the Languages National Training Organisation (LNTO). CILT was a founder partner in the ICT4LT project.

Common European Framework of Reference (CEFR) for Languages: The main aim of the CEFR is to provide a comprehensive, transparent and coherent framework of reference for the description of language learning and teaching at all levels. The CEFR provides a basis for the international comparison of objectives and qualifications, thus facilitating personal and vocational mobility in Europe. The six levels of language proficiency that are described in the CEFR are used as yardstick in the DIALANG diagnostic testing project and in most EFL/ESOL examinations. See Section 2.2, Module 4.1, which contains detailed information on the CEFR in the context of Language Testing. See also the Council of Europe's Language Policy Division website.

Copyright: See our General guidelines on copyright. Useful information on copyright and many links to websites containing detailed information on copyright legislation.

Corpora: See Module 3.4 on corpus linguistics and Module 2.4 on classroom concordancing - where you will find lots of other Web links.

CTICML, University of Hull: The CTICML (Computers in Teaching Initiatitive Centre for Modern Languages) was established at the University of Hull in 1989. It was renamed the C&IT Centre in 2000 and finally closed down in 2002, bringing to an end a long association between Hull and language learning technology. Some C&IT/CTICML resources were integrated into the Centre for Languages, Linguistics, and Area Studies (LLAS), University of Southampton. Other resources have been integrated into the EUROCALL website and CALL@Hull, Fred Riley's website.

Department for Education (DfE): The Department for Children, Schools and Families (DCSF) changed its name in May 2010 to the Department for Education (DfE). Prior to June 2007 it was known as the Department for Education and Skills (DfES): http://www.education.gov.uk/

DIALANG: A major EU-funded project on diagnostic language testing, co-ordinated by the Freie Universit�t Berlin. The project's outcome was a large collection of diagnostic tests relating to the six Common European Framework of Reference (CEFR) levels in 14 EU languages. See Section 2.2.1, Module 4.1 for further information on DIALANG.

Education Forum: An international forum which enables anyone from all over the world interested in education to post information, ask questions, and to take part in debates about education. The forum also helps teachers to find partners for subject specific and cross-curricular curriculum projects. It is hoped that the forum will provide a world community of teachers. Most of the website is in English but there are also sections in other languages: http://educationforum.ipbhost.com

European Centre for Modern Languages (ECML): The Council of Europe's centre in Graz, Austria. The ECML runs regular workshops for teachers of foreign languages, including workshops on ICT. The website includes reports on past workshops, useful resources, and announcements of forthcoming activities: http://www.ecml.at

European Computer Driving Licence (ECDL): An internationally recognised qualification in ICT. See also the ECDL for Schools.which is designed specifically to help teachers, support staff and ICT coordinators develop practical computing skills for teaching and learning in the classroom and leads to an internationally recognised level of certification.

European Language Council: A professional association, set up with the aid of European Commission funding, which aims to act as a forum and a lobby group: http://www.celelc.org. Includes a Policy Group on New Technologies and Language Learning.

European Union: This is the European Union's homepage, with lots of multilingual links and links to the EU's key programmes and activities: http://europa.eu

Futurelab: A high-tech educational initiative. They have published a few articles in the area of ICT and Modern Foreign Languages at their website: http://www.futurelab.org.uk

GetGED.org - GED preparation resources and study kits to help individuals prepare for the GED test or to continue their higher education.

iLoveLanguages: A comprehensive guide to language-related Web sites. Tyler Chambers (n� Jones) is a great gatherer of information about foreign languages. You�ll find these pages worth a visit: http://www.ilovelanguages.com/

Internet Archive: Also known as the Wayback Machine. Dead links on the Web are a growing problem. You find a nice site, bookmark it, or add it to a list of links like this one, and the next time that you try to access it, it's gone or, worse still, it's been transmogrified into an offensive site. Linkrot is a growing disease. It was estimated that in 1999 nearly 30% of the links on the Web were dead - and the situation is certainly a lot worse now. However, salvation has arrived: the Internet Archive (the Wayback Machine) at http://www.archive.org/. Using the Wayback Machine to surf the Web as it was, you just type a URL (a website address) in the dialogue box, click the Take Me Back button, and start exploring the past, choosing a date from the calendar that goes back to the time when the website address was still active.

Language Learning and Technology: A refereed journal, available only on the Web. A goldmine of information: http://llt.msu.edu/

Language Testing: See the module on Computer Aided Assessment (CAA) and language learning: Module 4.1. See also DIALANG.

Linguanet Worldwide: A multilingual project which developed out of the original Linguanet project (now defunct). A substantial online catalogue of language learning resources is being built up here. This project has undergone expansion to incorporate an interface in a number of new languages, addressing in particular the needs of adult learners: http://www.linguanet-worldwide.org/

LLAS: Centre for Languages, Linguistics and Area Studies, based at the University of Southampton: http://www.llas.ac.uk

The Open University Faculty of Education and Language Studies: The Open University offers distance learning courses in foreign languages. Study materials include printed course books and audio materials that cover survival language for the traveller as well as the communication skills needed in a range of settings, at home, work or leisure.The Open University makes use of both face-to-face tuition and online tuition using Moodle. See also this page: What is distance learning?

Virtual Round Table: The Virtual Round Table conference is a semi-annual live online conference on language learning technologies. A substantial part of the conference takes place in Second Life: http://www.virtual-round-table.com/

Viruses, spam, adware and spyware: See Graham Davies's Cautionary Tale, in which he describes his own experience with viruses, how to get rid of viruses and recent virus threats. There are also references to spam, adware and spyware: http://www.camsoftpartners.co.uk/bugs.htm

Webheads: Webheads describes itself as "An online community of practice of teachers and educators, practising peace and professional development through Web 2.0 and computer mediated communication": http://webheads.info/. Webheads organises regular online conferences under the heading Webheads in Action Online Convergence (WIAOC): http://wiaoc.org

WELL: The Web Enhanced Language Learning (WELL) project, co-ordinated by William Haworth, Liverpool John Moores University, was set up in 1997 with assistance from the higher education Fund for the Development of Teaching and Learning (FDTL) in order to promote wider awareness and more effective use of the World Wide Web in Modern Foreign Languages teaching across higher education in the UK. The funding period came to an end in August 2001 and the project and website are now inactive.

Authoring tools

See Module 2.5, Introduction to CALL authoring programs. This module describes a number of different online and offlline authoring tools. See especially Section 6, Module 2.5, headed Language-specific tools for a multimedia age..

Hot Potatoes: An authoring tool that was created by Martin Holmes and Stewart Arneil at the University of Victoria, Canada, and launched in 1998. It enables the speedy creation of Web-based exercises for language learners, including multiple choice, gap-filling, matching, jumbled sentences, crosswords and short text entry. This authoring tool has proved extremely popular with language teachers and it continues to be used extensively for the creation of interactive exercises and tests on the Web. Visit the Hot Potatoes website to find out more, download the software and see lots of examples: http://hotpot.uvic.ca/. A Clipart Library for use with Hot Potatoes and other authoring tools is also available at the University of Victoria site: http://hcmc.uvic.ca/clipart/

Quandary: A package from the Hot Potatoes team (see above). Quandary is used for designing Action Mazes or Text Mazes: http://www.halfbakedsoftware.com/quandary.php. What is an Action Maze? See the Quandary website and the entry under Maze in the ICT4LT Glossary.

Quia: Includes lots of ready-made examples in foreign languages and a variety of other subjects - all submitted by keen registered users: http://www.quia.com

Markin: Not strictly a Web authoring tool, but a very useful package for marking work submitted by students as text data via email or as a word-processed document: http://www.cict.co.uk/markin/index.php. Markin was developed as a marking system for courses delivered via the Internet. It can produce marked work in the form of HTML files that can be delivered back to students and viewed by them in a Web browser, or as RTF files that can be viewed in a word-processor.

Vokabel: Create your own vocab exercises - complete with lots of ready-made examples in English, French, German and Spanish: http://www.vokabel.com

Search engines

See also Section 4, Module 1.5, headed Search engines: how to find on materials of the Web.

Ask: A search engine that allows you to ask questions in "real" English, e.g. How can I improve my French?
http://uk.ask.com

Google: An efficient search engine. Currently the most popular on the Web: http://www.google.co.uk/

The Spider's Apprentice: a guide to search engines and search techniques, with links to sites that will help you learn to search effectively: http://www.monash.com/spidap.html

Professional associations

APACALL: The Asia-Pacific Association for CALL, University of Southern Queensland, Australia: http://www.apacall.org. Organises the Globalization and Localization in Computer-Assisted Language Learning (GLoCALL) conference jointly with PacCALL: http://glocall.org

AsiaCALL: The Asia Association of Computer Assisted Language Learning, Korea: http://www.asiacall.org/. AsiaCALL publishes the AsiaCALL Online Journal.

Association for Language Learning (ALL): The UK's major association for language teachers. Most members are drawn from the primary and secondary school sectors, but membership is open to all language teachers. The website contains lots of information and useful links. ALL also maintains a discussion list known as ALLNET.

Association of University Language Centres (AULC) in the UK and Ireland: http://www.aulc.org/

CALICO: Acronym for Computer Assisted Language Instruction Consortium, a professional association devoted to promoting the use of technology enhanced language learning. Founded in the USA in 1982. CALICO publishes the CALICO Journal.

CERCLES: Confédération Européenne des Centres de Langues dans l’Enseignement Supérieur / European Confederation of Language Centres in Higher Education / Europäische Konföderation der Hochschulsprachenzentren: http://www.cercles.org/

European Language Council (ELC): A professional association for language learning in higher education, set up with the aid of European Commission funding, which aims to act as a forum and a lobby group. Includes a Policy Group on New Technologies and Language Learning: http://www.celelc.org

EUROCALL: A professional association devoted to promoting the use of technology enhanced language learning, founded by a group of enthusiasts in 1986 and established with the aid of European Commission funding as a formal professional association in 1993: http://www.eurocall-languages.org. EUROCALL's original HQ was at the University of Hull, UK, but in 2003 it found a new home at the University of Limerick, Ireland. Since August 2010 EUROCALL's HQ has been located at the University of Ulster, Northern Ireland. You can join the EUROCALL Discussion List at: http://www.jiscmail.ac.uk/lists/eurocall-members.html. EUROCALL's mouthpiece is ReCALL, published by Cambridge University Press. EUROCALL has five Special Interest Groups (SIGs):

IALLT: The US-based International Association for Language Learning Technology, originally known as IALL (International Association for Learning Labs). IALLT is a professional organisation dedicated to promoting effective uses of media centres for language teaching, learning, and research. IALLT publishes the IALLT Journal.

IndiaCALL: The India Association of Computer Assisted Language Learning: http://www.indiacall.org

LET: The Japan Association for Language Education and Technology, formerly known as the Language Laboratory Association (LLA), and now embraces a wider range of language learning technologies: http://www.j-let.org

PacCALL: The Pacific Association for Computer Assisted Language Learning, promoting CALL in the Pacific, from East to Southeast Asia, Oceania, across to the Americas: http://www.paccall.org. Organises the Globalization and Localization in Computer-Assisted Language Learning (GLoCALL) conference jointly with APACALL: http://glocall.org

WorldCALL: A worldwide umbrella association of CALL associations. The first WorldCALL conference was held at the University of Melbourne in 1998. The second WorldCALL conference took place in Banff, Canada, 2003. The third WorldCALL conference took place in Japan in 2008. The fourth WorldCALL conference will take place in Glasgow, Scotland, 2013: http://www.worldcall.org

CALL bibliography

Bibliographies

This section of the Resource Centre comprises all the works referenced in the 16 modules of the ICT4LT site. See also:

EUROCALL's CALL Bibliography (EUROCALL members only): http://www.eurocall-languages.org/resources/. This is a comprehensive list of CALL publications, including other bibliographies on the Web.

Online Journals: Akbarian I. (2003) "Online journals related to foreign language teaching and learning", Language Learning Journal (ALL) 28: 77-80. A comprehensive list of journals available on the Web.

Special Educational Needs: See David Ritichie Wilson's comprehensive bibliography, references and links realting to the teaching of Modern Foreign Languages to children with Special Educational Needs: http://www.specialeducationalneeds.com/mfl/mflsenictbiblio.pdf

Books and articles

Aarts J. (1991) "Intuition-based and observation-based grammars". In Aijmer K. & Altenberg B. (eds.) English corpus linguistics. Studies in honour of Jan Svartvik, London: Longman: 44-62.

Abeillé A. (1992) "A lexicalised tree adjoining grammar for French and its relevance to language teaching". In Swartz M. & Yazdani M. (eds.) Intelligent tutoring systems for foreign language learning: the bridge to international communication, Berlin: Springer-Verlag.

Abney S. (1997) "Part-of-speech tagging and partial parsing". In Young S. & Bloothooft G. (eds.) Corpus-based methods in language and speech processing, Dordrecht: Kluwer AcademicPublishers.

Ahern T., Peck K. & Laycock M. (1992) "The effects of teacher discourse in computer-mediated discussion", Journal of Educational Computing Research 8, 3: 291�309.

Ahmad K., Corbett G., Rogers M. & Sussex R. (1985) Computers, language learning and language teaching, Cambridge: Cambridge University Press.

Aijmer K. & Altenberg B. (eds.) (1991) English corpus linguistics. Studies in honour of Jan Svartvik, London: Longman.

Aldrich F., Rogers Y. & Scaife M. (1998) "Getting to grips with 'interactivity': helping teachers assess the educational value of CD-ROMs", British Journal of Educational Technology (BJET) 29, 4: 321-332.

Allford D. & Pachler N. (2007) Language, autonomy and the new learning environments, Oxford: Peter Lang.

Allen J. (1995) Natural language understanding, New York: John Benjamins Publishing Company.

Arnold D., Balkan. L, Meijer S., Humphreys R. L. & Sadler L. (1994) Machine Translation: an introductory guide, Manchester: NEC Blackwell.

Atkinson T. (1992) Hands off. It's my go! IT in the languages classroom, London: CILT in association with NCET.

Bailey R. & Dugard C. (2007) Lights, camera, action! Digital video in the languages classroom, London: CILT.

Baker P., Hardie A. & McEnery T. (2006) A glossary of corpus linguistics, Edinburgh: Edinburgh University Press.

Bangs P. (2000) "Technology enhanced language learning", The Linguist 39, 2: 38-41.

Bangs P. (2001) EUROCALL 2001 paper titled "Will the Web catch enough flies? Where Web-based learning cannot yet reach".

Bangs P. (2002) "Authoring, pedagogy and the Web: expectations versus reality", International Journal of English Studies, Monograph Issue 2, 1: New Trends in Computer Assisted Language Learning and Teaching, edited by Pascual P�rez Paredes & Pascual Cantos G�mez, Servicio de Publicaciones, Universidad de Murcia, Spain. Available at: http://www.um.es/ijes/vol2n1/03-PaulBangs.pdf

Bangs P. (2003) "Engaging the learner - how to author for best feedback". In Felix U. (ed.) Language learning online: towards best practice, Lisse: Swets & Zeitlinger.

Barson J. & Debski R. (1996) "Calling back CALL: technology in the service of foreign language learning based on creativity, contingency, and goal-oriented activity". In Warschauer M. (ed.) Telecollaboration in foreign language learning, Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center: 49-68.

Bax S. (2011) "Normalisation revisited: the effective use of technology in language education", International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, 2: 1-15: http://www.igi-global.com/ijcallt

Bax S. & Chambers A. (2006) "Making CALL work: towards normalisation", System 34, 4: 465-479.

Beaton R., Brown E. et al. (1986) Call for the computer, London: Council for Educational Technology.

Beatty K. (2003) Teaching and researching computer assisted language learning, Applied Linguistics in Action Series, Harlow: Pearson Education.

BECTA (2002) ImpaCT2: The impact of Information and Communication Technologies on pupil learning and attainment, Coventry: BECTA.

BECTA (2007) The Impact of ICT in schools: a landscape review, Coventry: BECTA.

Bel E. & Ingraham B. (1997) "Understanding the potential of the Internet for language teaching and learning". In Kohn J., R�schoff B. & Wolff D. (eds.) New horizons in CALL: proceedings of EUROCALL 96, Szombathely, Hungary: Dániel Berzsenyi College.

Bellos D. (2011) Is that a fish in your ear? Translation and the meaning of everything, Harlow: Penguin / Particular Books.

Bennett P. & Paggio P. (eds.) (1993) Preference in EUROTRA, Luxembourg: European Commission.

Berer M. & Rinvolucri M. (1981) MAZES: a problem-solving reader, London: Heinemann.

Bernardini S. (2000) "Systematising serendipity: proposals for concordancing large corpora with language learners". In Burnard L. & McEnery T. (eds.) Rethinking language pedagogy from a corpus perspective: papers from the Third International Conference on Teaching and Language Corpora, Frankfurt am Main: Peter Lang: 225-34.

Bernardini, S. (2002) "Exploring new directions for discovery learning". In Kettemann B. & Marko G. (eds.) Teaching and learning by doing corpus analysis, Amsterdam and New York: Rodopi: 165-82.

Bertin J-C. (2001) "CALL material structure and learner competence". In Chambers A. & Davies G. (eds.) Information and Communications Technologies in language learning: a European perspective, Lisse: Swets & Zeitlinger.

Bertin J-C., Grav� P. & Narcy-Combes J.-P. (2010) Second-language distance learning and teaching: theoretical perspectives and didactic ergonomics, Hershey, PA: IGI Global.

Biber D. (1993) "Representativeness in corpus design", Literary and Linguistic Computing 8, 4: 243-57.

Bibby S. (2011) "Do students wish to 'go mobile'? An investigation into student use of PCs and cell phones", International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, 2: 43-54: http://www.igi-global.com/ijcallt

Bickerton D. (1999) "Authoring and the academic linguist: the challenge of MMCALL". In Cameron K. (ed.) CALL: media, design and applications, Lisse: Swets & Zeitlinger.

Bickerton D. (2000) "Can (and should) academic linguists become multimedia authors?" In Fremdsprachenlernen mit Multimedia [...], Triangle 17, 30�31 janvier 1998, Paris: ENS Editions (for Goethe-Institut, ENS Fontenay/Saint-Cloud, The British Council).

Bickerton D., Ginet A., Stenton T., Temmerman M. & Vasankari T. (1997) Final report of the RAPIDO project. Plymouth, UK: University of Plymouth (Socrates Project TM-LD-1995-1-GB-58).

Bickerton D., Stenton T. & Temmermann M. (2001) "Criteria for the evaluation of authoring tools in language education". In Chambers A. & Davies G. (eds.) Information and Communications Technologies in language learning: a European perspective, Lisse: Swets & Zeitlinger.

Biesenbach-Lucas S. & Weasenforth D. (2001) "Email and word-processing in the ESL classroom: how the medium affects the message", Language Learning and Technology 5, 1: 135-165: http://llt.msu.edu/vol5num1/weasenforth/default.html

Blake R. (2008) Brave new digital classroom: technology and foreign language learning, Washington, DC: Georgetown University Press. Reviewed in Language Learning & Technology 13, 2 (2009): 22-28: http://llt.msu.edu/vol13num2/review2.pdf

Bloom L. (1970) Language development: form and function in emerging grammars, Cambridge, MA: MIT Press

Bonk C.J. & King K.S. (1998) "Introduction to electronic collaborators". In Bonk C.J. & King K.S. (eds.) Electronic collaborators: learner-centred technologies for literacy, apprenticeship, and discourse, Mahwah, New Jersey : Lawrence Erlbaum Associates.

Blin F., Chénik N. & Thompson J. (eds.) (1998) CALL courseware development: a handbook. Hull: EUROCALL, CTI Centre for Modern Languages, University of Hull. Available in Acrobat PDF format at the ICT4LT site: Courseware_Directory.pdf

Bloothooft G., Dommelen W., van Espain C., Green P., Hazan V. & Wigforss E. (eds.) (1997) The landscape of future education in speech communication sciences: (1) analysis, Utrecht, Institute of Linguistics, University of Utrecht: OTS Publications.

Bloothooft G., van Dommelen W., Espain C., Hazan V., Huckvale M. & Wigforss E. (eds.) (1998)The landscape of future education in speech communication sciences: (2) proposals, Utrecht, Institute of Linguistics, University of Utrecht: OTS Publications.

Bolt P. & Yazdani M. (1998) "The evolution of a grammar-checking program: LINGER to ISCA", CALL 11, 1: 55-112.

Bongers H. (1947) The history and principles of vocabulary control, Worden: Wocopi.

Borchardt F. (1995) "Language and computing at Duke University: or, Virtue Triumphant, for the time being", CALICO Journal 12, 4: 57-83.

Bowerman C. (1993) Intelligent computer-aided language learning. LICE: a system to support undergraduates writing in German, Manchester: UMIST, Unpublished doctoral dissertation.

Bowers R. (1995) "WWW-Based Instruction for EST". In Orr T. (ed.) English for science and technology: profiles and perspectives, Aizuwakamatsu, Japan: Center for Language Research, University of Aizu: 5-8.

Bowers R. (1996) "Web publishing for students of EST". In Warschauer M. (ed.) Virtual connections: online activities and projects for networking language learners, Honolulu, Hawaii: University of Hawai Second Language Teaching and Curriculum Center.

Braun S. (2005) "From pedagogically relevant corpora to authentic language learning contents", ReCALL 17, 1: 47-64.

Braun S. (2007) "Integrating corpus work into secondary education: from data-driven learning to needs-driven corpora", ReCALL 19, 3: 307-328.

Brehony T. & Ryan K. (1994) "Francophone stylistic grammar checking (FSGC): using link grammars", CALL 7, 3: 257-269.

Brett P. (1994) "Using text reconstruction software", ELT Journal, 48: 329-336.

Brierley B. & Kemble I. (eds.) (1991) Computers as a tool in language teaching, New York: Ellis Horwood.

Britain S. & Liber O. (1999) A framework for pedagogical evaluation of Virtual Learning Environments, JISC Technology Applications (JTAP). Available (28 November 2005) from: http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc

Brocklebank P. (1998) An experiment in developing a prototype intelligent teaching system from a parser written in Prolog, Manchester, UMIST, Unpublished MPhil dissertation.

Brown P.F., Della Pietra S.A., Della Pietra V.J. & Mercer R.L. (1993) "The mathematics of statistical Machine Translation: parameter estimation ", Computational Linguistics 19, 2: 263-311

Brown R. (1973) A first language: the early stages, Cambridge, MA: Harvard University Press..

Br�cher K.H. (1993) "On the performance and efficiency of authoring programs in CALL", CALICO Journal 11, 2: 5�20.

Buchholz E. (ed.) (1989) Fremdsprachenlernen mit Mikrocomputer und anderer Informationstechnik, Rostock: Wilhelm-Pieck University.

Buchmann B. (1987) "Early history of Machine Translation". In King M. (ed.) Machine Translation today: the state of the art, Edinburgh: University Press.

Buckett J. & Stringer G. (2001) "ReLaTe: a case study in videoconferencing for language teaching". In Chambers A. & Davies G. (eds.) Information and Communications Technology: a European perspective, Lisse: Swets & Zeitlinger.

Buckland D. (2000) Putting achievement first: managing and leading ICT in the MFL department, London: CILT.

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Schulze M. (1998) "Teaching grammar - learning grammar. Aspects of second language acquisition in CALL", CALL 11, 2: 215-228.

Schulze M. (2001) "Human Language Technologies in Computer Assisted Language Learning". In Chambers A. & Davies G. (eds.) Information and Communications Technology: a European perspective, Lisse: Swets & Zeitlinger.

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Schwienhorst K. (2007) Learner autonomy and CALL environments, London and New York: Routledge.

Sedgwick R. (1999) Annotated bibliography of the effectiveness of CALL. This bibliography first appeared at the website of the Centre for Language Teaching and Research site, University of Queensland, Australia, but it has now disappeared. We have taken the liberty to copy Ridwan Sedgwick's bibliography to the ICT4LT site and update some of the links as it is an extremely useful source of information. Click here: Sedgwick.htm

Seidlhofer B. (2002) "Pedagogy and local learner corpora. Working with learning-driven data". In Granger S., Hung J. & Petch-Tyson S. (eds.) Computer learner corpora, second language acquisition and foreign language teaching, Amsterdam: John Benjamins Publishing Company: 231-234.

Seidlhofer B. (2004) "In search of 'European English': or why the corpus can't tell us what to teach", Paper presented at EUROCALL 2004..

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Smith D. & Baber E. (2005) Teaching English with information technology, Modern English Publishing.

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Späth P. (1994) "Hypertext und Expertensysteme im Sprachunterricht". In Fechner J. (ed.) Neue Wege im computergestützten Fremdsprachenunterricht, Berlin: Langenscheidt.

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Stevens V. (ed.) (1989) "A direction for CALL: from behavioristic to humanistic courseware". In Pennington M.C. (ed.), Teaching languages with computers: the state of the art, La Jolla, CA: Athelstan: 31-43.

Stevens A. (1995) "Issues in distance teaching in languages", ReCALL 7, 1: 12-19.

Stevens V. (1995) "Concordancing with language learners: Why? When? What?" CAELL Journal 6, 2: 2-10.

Stevens V. (2003) Language learning techniques implemented through word-processing: grammar-based exercise templates for becoming proficient with word-processing. Available at: http://www.vancestevens.com/wordproc.htm

Stevens V. (2007b) ESL_Home: a Web resource for CALL lab managers and for teachers and learners of languages online. Available at:
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Stickler U. & Hampel R. (2007) "What I think works well...": Learners' evaluation and actual usage of online tools. In Proceedings of the ICL2007 Conference, Villach, Austria, September 2007:
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St John E. (2001) "A case for using a parallel corpus and concordancer for beginners of a foreign language", Language Learning & Technology 5, 3: 185-203. http://llt.msu.edu/vol5num3/stjohn/default.html

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Stockwell G. (2007) "Using mobile phones for vocabulary activities: examining the effect of the platform", Language Learning & Technology 14, 2: 95-110. Available at: http://llt.msu.edu/vol14num2/stockwell.pdf

Stockwell G. (ed.) (2012) Computer Assisted Language Learning: diversity in research and practice, Cambridge: Cambridge University Press.

Stoks G. (1993) "Integrating new technologies into the modern languages curriculum", CALICO Journal 11, 1: 76-93.

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Svensson P. (2003) "Virtual worlds as arenas for language learning". In Felix U. (ed.) Language learning online: towards best practice: Lisse: Swets & Zeitlinger.

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Sykes J. M., Oskoz A. & Thorne S. L. (2008) "Web 2.0, synthetic immersive environments, and mobile resources for language education", CALICO Journal 25, 3: 528-546.

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Taylor H. (1998) Computer assisted text production: feedback on grammatical errors made by learners of English as a Foreign Language, Manchester: UMIST, MSc Dissertation.

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Taylor R. (1980) The computer in the school: tutor, tool, tutee, New York: Teachers College Press.

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Thompson J. & Chesters G. (eds.) (1994) Emancipation through learning technology: proceedings of EUROCALL 93, Double issue of Computers and Education 23 1/2, Exeter: Pergamon/Elsevier.

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Tribble C. & Barlow M. (eds.) (2001) Using corpora in language teaching and learning, Special Issue of Language Learning & Technology 5, 3: http://llt.msu.edu/vol5num3/default.html

Tribble C. & Jones G. (1997) Concordancing in the classroom: a resource guide for teachers, Houston, Texas: Athelstan Publications.

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Tschichold C., Bodme F., Cornu E., Grosjean F., Grosjean L., Kübler N. & Tschumi C. (1994) "Detecting and correcting errors in second language texts", CALL 7, 2: 151-160.

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Windeatt S., Hardisty D. & Eastment D. (2000) The Internet, Oxford: Oxford University Press. Don't be misled by the very general sounding title. This is aimed at learners of English as Foreign Language. There is a good deal of useful material and activities which could be adapted for MFL too.

Witt S. & Young S. (1998) "Computer-assisted pronunciation teaching based on automatic speech recognition". In Jager S., Nerbonne J. & van Essen A. (eds.), Language teaching and language technology, Lisse: Swets & Zeitlinger.

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Yu Hong Wei & Davies G. (1997) �Do grammar checkers work?�. In Kohn J., R�schoff B. & Wolff D. (eds.) New horizons in CALL: proceedings of EUROCALL 96, Szombathely, Hungary: D�niel Berzsenyi College. Also on the Web at: http://www.camsoftpartners.co.uk/euro96b.htm

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Journals

ALSIC (Apprentissage des Langues et Systèmes d’Information et de Communication Francophone Electronic Journal). A Francophone electronic journal: http://alsic.revues.org

Athelstan Newsletter, Athelstan, La Jolla, California, USA. This publication has now been phased out and replaced by on online newsletter, TELL Digest: http://www.athel.com/on.html

CALL-EJ: The CALL Electronic Journal is a refereed professional journal on Computer Assisted Language Learning and related fields, published bi-annually. It began publication in 1999 after CALL-EJ in Japan and ON-CALL in Australia merged. CALL-EJ Online is now an international journal that welcomes contributions from around the world: http://callej.org/. CALL-EJ is currently sponsored by APACALL.

IALLT Journal: published by IALLT, International Association for Language Learning Technology. IALLT changed its name from IALL to IALLT in May 2001. Editions of the journal prior to this date are catalogued under IALL Journal.

Language Learning and Technology: A refereed online journal: http://llt.msu.edu

ON-CALL: Australian Journal of Computers and Language Education, published by the University of Queensland, Australia. In January 1999 the ON-CALL journal became available only online and in May 1999 merged with CALL-EJ in Japan.

CALL software publishers and retailers

Boardworks (UK): Publisher of range of interactive whiteboard software, mainly for schools

Camsoft Educational Software (UK)

Clarity (Hong Kong): Publisher of ESOL software

Discovery Education: Publisher of CALL software

EDpaX Interactive Whiteboard Software (UK): Publisher of interactive whiteboard software for young learners

Espresso Education (UK): Publisher of range of software for all subjects, including French, mainly for schools

Edulang (France): Publisher of ESOL software

Just for fun

If you get bored with CALL, here is Graham Davies's personal choice of sites that you might find entertaining:

BULL: If you have trouble writing critical essays then this is the place for you. BULL stands for Basic Unitary Literary Language: http://www.clas.ufl.edu/users/nholland/critic.htm. It’s a computer program by John Holland that generates impressive-sounding sentences such as "In a situated discourse, the metonymy of inclusion devolves into the hegemony of pre-existing structure". If you think the above sample is BULL then the real thing is even better: e.g. "If such a sublime cyborg would insinuate the future as post-Fordist subject, his palpably masochistic locations as ecstatic agent of the sublime superstate need to be decoded as the ‘now-all-but-unreadable DNA’ of a fast deindustrializing Detroit, just as his Robocop-like strategy of carceral negotiation and street control remains the tirelessly American one of inflicting regeneration through violence upon the racially heteroglossic wilds and others of the inner city". This text is authentic and written by one of the winners of the Annual Bad Writing Contest, Volume 11, 82 of the Humanist Discussion Group. See also Dialectizer, The Postmodernism Generator and Shakespearean insults.

Clich� Finder: Just the ticket for people who like to incorporate hackneyed and/or boring phrases into their essays. Search for a word and this search engine will return any clich�s which use that phrase, e.g. "in the pink", "kill the goose that lays the golden eggs", "talk through your hat", "feather your nest", "keep a stiff upper lip"... http://www.westegg.com/cliche/

Dialectizer: Here's a website that converts websites into Cockney, Jive, Redneck, Elmer Fudd, etc: http://www.rinkworks.com/dialect/ Alternatively, just feed in a text of your choice. Here's the original text, followed by Cockney:
(i) "I was walking down the road the other day when I felt thirsty, so I went into a pub and ordered a pint of beer."
(ii) "I were walkin' dahn the road the bloody uvver day wen I felt firsty, so I went into a rub-a-dub and ordered a pint of beer."
Hmm, a couple of Cockney rhyming slang opportunities missed, I think: (i) "road" = "frog" ("frog and toad"), (ii) "beer" = "pig's" ("pig's ear"). The Jive version is better: "Ah wuz walkin' waaay down d' road t'oda' day when ah felt dusty, so's ah went into some pub an' o'dered some pint uh beer. Ah be baaad..." See also The Postmodernism Generator , BULL and Shakespearean insults.

The Postmodernism Generator: http://www.elsewhere.org/pomo/. Written by Andrew C. Bulhak, this clever program generates completely meaningless but impressive-sounding essays, e.g. Baudrillardist hyperreality and subpatriarchialist theory, by V. Andreas Buxton, Department of Gender Politics, University of California, which begins as follows: "Sexual identity is part of the paradigm of narrativity," says Foucault; however, according to Finnis [1] , it is not so much sexual identity that is part of the paradigm of narrativity, but rather the fatal flaw, and subsequent futility, of sexual identity. It could be said that Sartre suggests the use of presemiotic textual theory to attack sexism. Foucault uses the term 'Baudrillardist hyperreality' to denote the difference between art and class." Great stuff! See also Dialectizer, BULL and Shakespearean insults.

Michael Quinion's World Wide Words: "Investigating international English from a British viewpoint" - a useful and amusing site that takes an oblique look at the English language: new words, weird words, fun words, slang, etc: http://www.worldwidewords.org/

Shakespearean insults: Not authentic ones - the Bard was much better than this! But these are OK if you run out of ideas in your next slanging match. See: http://www.pangloss.com/seidel/Shaker/, which generates insults such as "Thou currish flap-mouthed harpy!" See also Dialectizer, BULL and The Postmodernism Generator.

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Document last updated 27 March 2012. This page is maintained by Graham Davies.

Please cite this Web page as:
Davies G. (2012) ICT4LT Resource Centre. In Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]. Available at: http://www.ict4lt.org/en/en_resource.htm [Accessed DD Month YYYY].